America: A Narrative History (Tenth Edition) (Vol. 1) 10th Edition, Kindle Edition by David E. Shi – Test Bank

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America: A Narrative History (Tenth Edition) (Vol. 1) 10th Edition, Kindle Edition by David E. Shi – Test Bank

 

CHAPTER 02: ENGLAND’S COLONIES

 

TRUE/FALSE

 

  1. Englishmen had a very well-developed sense of liberty as a result of the Magna Carta and the establishment of Parliament.

 

ANS:  T                    DIF:    Moderate       REF:   Page 55

OBJ:   Identify Britain’s reasons for establishing colonies in North America.

TOP:   Religious Conflict and War (I)

 

  1. As a result of the Glorious Revolution, England abolished the monarchy and became a republic.

 

ANS:  F                    DIF:    Easy               REF:   Page 57

OBJ:   Identify Britain’s reasons for establishing colonies in North America.

TOP:   Religious Conflict and War (I)

 

  1. The Virginia Company was a joint-stock company.

 

ANS:  T                    DIF:    Easy               REF:   Page 60

OBJ:   Examine the similarities and differences between the various regions and colonies prior to 1700.       TOP:           Virginia (II.D)

 

  1. Sir Edwin Sandys took over the Virginia Company in 1618 and instituted important changes that stabilized the colony.

 

ANS:  T                    DIF:    Moderate       REF:   Page 66

OBJ:   Examine the similarities and differences between the various regions and colonies prior to 1700.       TOP:    The Virginia Company Prospers (II.G)

 

  1. By the mid-1670s, many of Virginia’s free white adult males owned no land, and squatting became a significant problem.

 

ANS:  T                    DIF:    Moderate       REF:   Page 67

OBJ:   Examine the roles indentured servants and slaves played in colonial development.

TOP:   Bacon’s Rebellion (II.H)

 

  1. Nathaniel Bacon was an indentured servant who led a Virginia rebellion.

 

ANS:  F                    DIF:    Easy               REF:   Page 68

OBJ:   Examine the roles indentured servants and slaves played in colonial development.

TOP:   Bacon’s Rebellion (II.H)

 

  1. Because of its harsh winters, New England had a death rate that was higher than that of Maryland or Virginia.

 

ANS:  F                    DIF:    Moderate       REF:   Page 71

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   Settling New England (III)

 

  1. After being banished from Massachusetts because of his strict interpretation of the Puritan faith, Roger Williams founded Rhode Island.

 

ANS:  T                    DIF:    Easy               REF:   Page 78

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Rhode Island (III.D)

 

  1. The Fundamental Constitutions of Carolina established a formal nobility and provided for religious toleration.

 

ANS:  T                    DIF:    Moderate       REF:   Pages 81-82

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   The Carolinas (V.A)

 

  1. Peter Stuyvesant was the defiant governor of Rhode Island.

 

ANS:  F                    DIF:    Easy               REF:   Page 86

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   New Netherland Becomes New York (VI.A)

 

  1. New Netherland became one of the most ethnically diverse American colonies.

 

ANS:  T                    DIF:    Moderate       REF:   Pages 86-87

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   New Netherland Becomes New York (VI.A)

 

  1. Delaware was originally part of Pennsylvania.

 

ANS:  T                    DIF:    Moderate       REF:   Page 92

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   Delaware (VI.D)

 

  1. The Indian wars of the mid-1670s cost proportionately more casualties than any other American war.

 

ANS:  T                    DIF:    Moderate       REF:   Page 98

OBJ:   Examine the roles indentured servants and slaves played in colonial development.

TOP:   King Philip’s War (VII.C)

 

  1. One in six captives died during the Middle Passage.

 

ANS:  T                    DIF:    Moderate       REF:   Page 103

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   Slavery’s African Roots (VIII.B)

 

  1. As a result of the Christianity that was forced upon African slaves, the fundamental theme of slave religion was deliverance.

 

ANS:  T                    DIF:    Easy               REF:   Page 105

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Slave Culture (VIII.C)

 

MULTIPLE CHOICE

 

  1. James I:
a. confronted a Church of England that was divided between Puritans and Anglicans
b. openly favored the Puritans
c. recognized the supreme authority of Parliament
d. conquered Scotland
e. was wise and open-minded

 

 

ANS:  A                    DIF:    Moderate       REF:   Page 55

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Religious Conflict and War (I)        MSC:  Remembering

 

  1. Charles I:
a. was willing to negotiate the extent of royal power
b. was returned to power after the English Civil War
c. protected Puritans during his reign
d. disbanded Parliament from 1629 to 1640
e. married numerous times in an effort to secure a male heir

 

 

ANS:  D                    DIF:    Easy               REF:   Page 56

OBJ:   Identify Britain’s reasons for establishing colonies in North America.

TOP:   Religious Conflict and War (I)        MSC:  Remembering

 

  1. The Glorious Revolution of 1688:
a. increased the power of Parliament
b. resulted in the execution of Charles I
c. ended with the death of Oliver Cromwell
d. temporarily abolished the monarchy
e. delayed the American Revolution

 

 

ANS:  A                    DIF:    Moderate       REF:   Page 57

OBJ:   Identify Britain’s reasons for establishing colonies in North America.

TOP:   Religious Conflict and War (I)        MSC:  Understanding

 

  1. For the English preparing to colonize America, one model of settlement was provided by their country’s prior experience in:
a. Africa d. Ireland
b. Scotland e. the Canary Islands
c. Iceland  

 

 

ANS:  D                    DIF:    Moderate       REF:   Page 58

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   People and Profits (II.A)                 MSC:  Understanding

 

  1. Which is true of English society by the early 1600s?
a. The right to trial by jury had yet to be established.
b. There was a growing population of beggars and vagabonds.
c. There were no limits on the power of the monarch.
d. Titled nobles dominated the House of Commons.
e. There were no significant class distinctions.

 

 

ANS:  B                    DIF:    Moderate       REF:   Page 59

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   The Landless English (II.C)            MSC:  Evaluating

 

  1. The stockholders who invested in the Virginia Company were motivated primarily by:
a. religion d. personal loyalty to James I
b. a spirit of adventure e. financial profit
c. curiosity about the New World  

 

 

ANS:  E                    DIF:    Moderate       REF:   Page 60

OBJ:   Identify Britain’s reasons for establishing colonies in North America.

TOP:   Virginia (II.D)                                           MSC:              Remembering

 

  1. One outstanding characteristic of Jamestown in its initial years was:
a. the high percentage of slaves in its population
b. complete freedom of religion
c. the influence of women in its government
d. the absence of effective leaders
e. the high mortality rate among its settlers

 

 

ANS:  E                    DIF:    Moderate       REF:   Page 60

OBJ:   Examine the similarities and differences between the various regions and colonies prior to 1700.       TOP:           Virginia (II.D)           MSC:             Evaluating

 

  1. One of the important factors aiding the survival of the early Jamestown settlers was:
a. the large sums of money that were used to bring additional supplies to them regularly
b. their willingness to work hard and sacrifice for the good of the whole colony
c. the assistance they received from the Indians
d. the lack of the diseases and hardships that afflicted other colonies
e. the democratic government established by the Virginia Company

 

 

ANS:  C                    DIF:    Moderate       REF:   Page 61

OBJ:   Examine the similarities and differences between the various regions and colonies prior to 1700.       TOP:           Virginia (II.D)           MSC:             Evaluating

 

  1. As Jamestown’s leader, John Smith:
a. made the colony a democracy
b. tried to wipe out the Powhatan Confederacy
c. made the colonists work in order to eat
d. argued that the colony should be abandoned
e. discovered deposits of gold and silver

 

 

ANS:  C                    DIF:    Moderate       REF:   Page 63

OBJ:   Examine the similarities and differences between the various regions and colonies prior to 1700.       TOP:           Virginia (II.D)           MSC:             Understanding

 

  1. During the “starving time” of 1609–1610, Jamestown settlers:
a. overthrew John Smith
b. ate horses, dogs, rats, boots, and mice
c. went back to England
d. first started growing tobacco
e. went to live with the Indians

 

 

ANS:  B                    DIF:    Easy               REF:   Page 63

OBJ:   Examine the similarities and differences between the various regions and colonies prior to 1700.       TOP:           Virginia (II.D)           MSC:             Remembering

 

  1. The Jamestown colony finally attained a measure of prosperity from:
a. land sales d. tobacco
b. trade with Indians e. trade with Spanish Florida
c. gold discoveries  

 

 

ANS:  D                    DIF:    Easy               REF:   Page 64

OBJ:   Examine the similarities and differences between the various regions and colonies prior to 1700.       TOP:           Virginia (II.D)           MSC:             Remembering

 

  1. Pocahontas:
a. was the favorite daughter of Powhatan
b. refused to convert to Christianity
c. married John Smith
d. played virtually no role in the relationship between the natives and the English
e. like many women of that era, died young and childless

 

 

ANS:  A                    DIF:    Easy               REF:   Page 65

OBJ:   Examine the similarities and differences between the various regions and colonies prior to 1700.       TOP:           Pocahontas (II.F)      MSC:             Understanding

 

  1. The man who became head of the Virginia Company of London in 1618 and instituted a series of reforms to save the colony was:
a. John Rolfe d. Peter Stuyvesant
b. Sir Edwin Sandys e. Sir Thomas Gates
c. John Smith  

 

 

ANS:  B                    DIF:    Moderate       REF:   Page 66

OBJ:   Examine the similarities and differences between the various regions and colonies prior to 1700.       TOP:    The Virginia Company Prospers (II.G)             MSC:  Remembering

 

  1. The headright system adopted for the Virginia colony consisted of:
a. giving fifty acres of land to anyone who would transport himself to the colony and fifty more for any servants he might bring
b. “selling” wives to single male settlers
c. auctioning black slaves to settlers
d. giving free land to all servants who came to the colony
e. giving free land in return for five years of military service

 

 

ANS:  A                    DIF:    Moderate       REF:   Page 66

OBJ:   Examine the similarities and differences between the various regions and colonies prior to 1700.       TOP:    The Virginia Company Prospers (II.G)             MSC:  Evaluating

 

  1. In 1624, a British court dissolved the struggling Virginia Company, and Virginia:
a. was merged with New England
b. no longer existed
c. became a royal colony
d. lost all its funding
e. was given to the king’s brother, the Duke of York

 

 

ANS:  C                    DIF:    Moderate       REF:   Page 67

OBJ:   Examine the similarities and differences between the various regions and colonies prior to 1700.       TOP:    The Virginia Company Prospers (II.G)             MSC:  Remembering

 

  1. Sir William Berkeley:
a. arrived as Virginia’s royal governor in 1642
b. caused an economic collapse as a result of his policies
c. waged near-constant war on the local Indian tribes
d. disbanded the Virginia legislative assembly that had been formed in 1619
e. captured and executed Nathaniel Bacon

 

 

ANS:  A                    DIF:    Moderate       REF:   Page 67

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   The Virginia Company Prospers (II.G)                            MSC:  Remembering

 

  1. Which of the following was NOT true of Nathaniel Bacon?
a. He embodied many of the frustrations felt by the average Virginian at the time.
b. He opposed the economic dominance of the large planters who had the governor’s ear.
c. He led a revolt of the poor against the well-connected and wealthy.
d. He has been called the “Torchbearer of the Revolution.”
e. He had a close relationship with Governor Berkeley.

 

 

ANS:  E                    DIF:    Moderate       REF:   Page 68

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   Bacon’s Rebellion (II.H)                MSC:  Evaluating

 

  1. By the early 1700s, English merchants in the Carolinas established a thriving trade with southern Indians for:
a. beaver pelts d. corn
b. fish e. deerskins
c. indigo  

 

 

ANS:  E                    DIF:    Easy               REF:   Pages 82-83

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   Enslaving Indians (V.B)                 MSC:  Remembering

 

  1. Bacon’s Rebellion:
a. brought indentured servants and small farmers together against the colony’s rich planters and political leaders
b. had the support of nearby Indian tribes
c. resulted from changes in the Fundamental Constitutions of Carolina that discriminated against Puritans
d. forced Governor Berkeley to abandon the colony and return to England
e. sought to make Virginia independent of England

 

 

ANS:  A                    DIF:    Difficult         REF:   Page 68

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   Bacon’s Rebellion (II.H)                MSC:  Analyzing

 

  1. Maryland was established in 1634 as a refuge for:
a. debtors d. Anglicans
b. Puritans e. English Catholics
c. ex-convicts  

 

 

ANS:  E                    DIF:    Easy               REF:   Page 70

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   Maryland (II.I)                                MSC:  Remembering

 

  1. Maryland sought to learn from the mistakes of Jamestown by:
a. focusing all of its energies on tobacco
b. instituting an official religion
c. promoting unlimited pursuit of wealth
d. encouraging widespread settlement
e. recruiting a more committed group of colonists

 

 

ANS:  E                    DIF:    Difficult         REF:   Page 70

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   Maryland (II.I)                                MSC:  Applying

 

  1. The early settlers of New England differed from those of the Chesapeake by being primarily:
a. English d. middle class
b. Protestant e. male
c. white  

 

 

ANS:  D                    DIF:    Moderate       REF:   Page 71

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   Settling New England (III)              MSC:  Analyzing

 

  1. The English Puritans:
a. converted James I to their perspective
b. rejected the doctrines of Martin Luther
c. opposed Catholic elements in the Church of England
d. believed in religious freedom
e. believed people could be saved by their own actions, not just by God’s grace

 

 

ANS:  C                    DIF:    Moderate       REF:   Page 71

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Settling New England (III)              MSC:  Remembering

 

  1. All of the following are true of the Pilgrims EXCEPT that they:
a. established the Plymouth colony
b. based their initial colonial government on the Mayflower Compact
c. were Separatists who had abandoned the Church of England
d. originally fled to Holland
e. were a sect of radical Catholics

 

 

ANS:  E                    DIF:    Moderate       REF:   Pages 72-74

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Plymouth (III.A)                             MSC:  Evaluating

 

  1. The Mayflower Compact:
a. completely separated civil and church governments
b. was developed by settlers in Massachusetts Bay
c. provided the original government for the Plymouth colony
d. called for total religious toleration
e. originated in the House of Commons

 

 

ANS:  C                    DIF:    Moderate       REF:   Pages 73-74

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Plymouth (III.A)                             MSC:  Analyzing

 

  1. Throughout New England, Congregational churches were:
a. open to everyone
b. self-governing
c. tolerant of other religions
d. morally opposed to slavery
e. financially supported by the king

 

 

ANS:  B                    DIF:    Moderate       REF:   Page 74

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Massachusetts Bay (III.B)               MSC:  Analyzing

 

  1. When Massachusetts leader John Winthrop spoke of “a city upon a hill,” he was referring to that colony’s desire to:
a. be financially successful
b. become independent of England
c. serve as a model Christian community
d. establish an ideal government
e. convert the Indians to Christianity

 

 

ANS:  C                    DIF:    Moderate       REF:   Page 74

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Massachusetts Bay (III.B)               MSC:  Analyzing

 

  1. Anne Hutchinson was kicked out of Massachusetts for:
a. challenging the authority of male ministers
b. championing equal rights for women
c. insufficient knowledge of the Bible
d. believing good works would earn a place in heaven
e. refusing to uphold the Sabbath

 

 

ANS:  A                    DIF:    Easy               REF:   Page 75

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Massachusetts Bay (III.B)               MSC:  Remembering

 

  1. After 1644, the right to vote in Massachusetts Bay was restricted to those who:
a. owned 100 acres of land
b. had come in the first voyage from Britain
c. were literate and had good moral character
d. had been listed as freemen in the original charter
e. were members of a Puritan church

 

 

ANS:  E                    DIF:    Moderate       REF:   Page 76

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Representative Government (III.C) MSC:  Understanding

 

  1. Roger Williams founded Rhode Island after he:
a. devoted himself to converting the Indians
b. decided he was no longer a Christian
c. had been banished from Massachusetts for his religious opinions
d. led a rebellion against the government of Massachusetts
e. discovered it had the best farmland in New England

 

 

ANS:  C                    DIF:    Easy               REF:   Page 77

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Rhode Island (III.D)                       MSC:  Remembering

 

  1. Roger Williams believed:
a. that Puritanism was the only suitable religion for Massachusetts
b. in the propriety of linking church with the state
c. that Indians should be forcibly Christianized
d. that compulsory church attendance was an important tenet of the Christian faith
e. that it was wrong to confiscate Indian lands

 

 

ANS:  E                    DIF:    Moderate       REF:   Page 76

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Rhode Island (III.D)                       MSC:  Analyzing

 

  1. The English Civil War affected the American colonies by:
a. permitting the colonies to essentially govern themselves
b. requiring Puritanism to be adopted in every colony
c. placing members of Oliver Cromwell’s family as colonial governors
d. allowing them to pledge their loyalty to Spain during the crisis
e. devastating the Native American culture in New England

 

 

ANS:  A                    DIF:    Moderate       REF:   Page 79

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   The English Civil War in America (IV)                           MSC:  Analyzing

 

  1. The colonies established after the Restoration were all:
a. joint-stock ventures d. Christian commonwealths
b. royal colonies e. west of the Appalachians
c. proprietary colonies  

 

 

ANS:  C                    DIF:    Moderate       REF:   Page 80

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   The Restoration in the Colonies (V)                                           MSC:   Remembering

 

  1. A large number of South Carolina’s original settlers were British planters from:
a. Barbados d. Georgia
b. Maryland e. North Carolina
c. Jamaica  

 

 

ANS:  A                    DIF:    Easy               REF:   Pages 80-81

OBJ:   Identify Britain’s reasons for establishing colonies in North America.

TOP:   The Carolinas (V.A)                       MSC:  Remembering

 

  1. In the Southeast, the profitability of Indian captives prompted a frenzy of:
a. slaving activity
b. conversion to Christianity
c. raiding Indian villages to capture children
d. dishonest treaty making
e. missionary activity

 

 

ANS:  A                    DIF:    Moderate       REF:   Page 83

OBJ:   Examine the roles indentured servants and slaves played in colonial development.

TOP:   Enslaving Indians (V.B)                 MSC:  Applying

 

  1. Which of the statements is NOT true of the Dutch administration of New Netherland?
a. created as a profit-making enterprise
b. encouraged the development of a democratic society
c. purchased Manhattan for the modern equivalent of $1,000
d. encouraged settlement by granting patroonships to wealthy individuals
e. embraced ethnic and religious diversity

 

 

ANS:  B                    DIF:    Difficult         REF:   Pages 85-86

OBJ:   Identify Britain’s reasons for establishing colonies in North America.

TOP:   New Netherland Becomes New York (VI.A)                  MSC:  Evaluating

 

  1. One of the important reasons why England took New Netherland from the Dutch was because of:
a. its location at the mouth of the Hudson River
b. their military strength, which was considered a threat to English interests in North America
c. New Netherland’s direct financial competition with officially licensed English companies
d. its interest in extending Anglicanism to this devoutly Catholic nation
e. England’s superior position as a continental financial power

 

 

ANS:  A                    DIF:    Moderate       REF:   Page 85

OBJ:   Identify Britain’s reasons for establishing colonies in North America.

TOP:   New Netherland Becomes New York (VI.A)                  MSC:  Remembering

 

  1. The first Jews in the colonies:
a. were wealthy
b. soon became very numerous
c. arrived in New Netherland
d. found quick acceptance from Christians
e. migrated to Massachusetts

 

 

ANS:  C                    DIF:    Easy               REF:   Page 86

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   New Netherland Becomes New York (VI.A)                  MSC:  Remembering

 

  1. All of the following are true of the English Quakers EXCEPT that they:
a. opposed salaried ministers
b. refused military service
c. suffered great persecution
d. followed charismatic preachers
e. counted William Penn among their number

 

 

ANS:  D                    DIF:    Moderate       REF:   Pages 89-91

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Pennsylvania (VI.C)                       MSC:  Analyzing

 

  1. The colony of Pennsylvania was:
a. based upon lands seized from the Indians
b. open to all religious believers
c. populated solely by the English
d. governed by Quaker ministers
e. considered part of New England

 

 

ANS:  B                    DIF:    Easy               REF:   Page 92

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Pennsylvania (VI.C)                       MSC:  Remembering

 

  1. Which of the following is NOT true of Georgia?
a. It was the last of the English colonies to be established.
b. It was to serve as a military buffer against Spanish Florida.
c. It was a haven for the “poor children…that pester the streets of London.”
d. It succeeded in keeping out slavery.
e. James Oglethorpe led the initial settlers.

 

 

ANS:  D                    DIF:    Moderate       REF:   Pages 92-93

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   Georgia (VI.E)                                MSC:  Evaluating

 

  1. The first commercially important natural resource in the Indian-English dynamic was:
a. lumber d. fish
b. furs e. wheat
c. tobacco  

 

 

ANS:  B                    DIF:    Moderate       REF:   Page 96

OBJ:   Examine the roles indentured servants and slaves played in colonial development.

TOP:   Native Peoples and English Settlers (VII)                        MSC:  Analyzing

 

  1. Puritans sought to have Indians:
a. executed when convicted of even minor crimes
b. pushed farther to the north and west
c. move to “praying towns”
d. move into English settlements
e. relocate to Rhode Island with Roger Williams

 

 

ANS:  C                    DIF:    Easy               REF:   Page 97

OBJ:   Describe how British colonists and Native Americans adapted to each other’s presence.

TOP:   Native Americans and Christianity (VII.A)                                MSC:   Remembering

 

  1. For the Pequots, the result of the 1637 war that they fought with New England settlers was:
a. retention of most of their traditional lands
b. a religious crisis
c. slaughter and enslavement
d. revenge for the previous cruelties of the English
e. leadership of all other Indians in the region

 

 

ANS:  C                    DIF:    Moderate       REF:   Page 97

OBJ:   Examine the roles indentured servants and slaves played in colonial development.

TOP:   The Pequot War (VII.B)                 MSC:  Understanding

 

  1. A major cause of King Philip’s War was:
a. Indian resentment over forced conversions to Christianity
b. King Philip’s desire for territorial expansion
c. Indian anger over their destruction from European diseases
d. Indian feelings of racial superiority over the English
e. the need of Indian warriors to prove themselves in battle

 

 

ANS:  A                    DIF:    Moderate       REF:   Pages 97-98

OBJ:   Examine the roles indentured servants and slaves played in colonial development.

TOP:   King Philip’s War (VII.C)               MSC:  Understanding

 

  1. Metacomet:
a. was the Indian principal behind King Philip’s War
b. confessed to the murder of John Sassamon, a Christian Indian
c. survived the war by escaping west with his tribe
d. was the leader of the Pequots
e. was a devout Christian opposed to the primacy of the Puritan Church

 

 

ANS:  A                    DIF:    Moderate       REF:   Pages 97-98

OBJ:   Examine the roles indentured servants and slaves played in colonial development.

TOP:   King Philip’s War (VII.C)               MSC:  Remembering

 

  1. Which of the following is NOT true of the Iroquois League?
a. was governed by the Great Law of Peace
b. was primarily based along the Mississippi River
c. was involved in the beaver pelt trade with the Dutch and English
d. was made up of the Seneca, Onondaga, Oneida, Mohawk, and Cayuga
e. believed in principles of equity and justice

 

 

ANS:  B                    DIF:    Moderate       REF:   Pages 99-100

OBJ:   Examine the roles indentured servants and slaves played in colonial development.

TOP:   The Iroquois League (VII.D)          MSC:  Evaluating

 

  1. Which of the following statements is true of the institution of slavery in the American colonies?
a. Slavery was not a factor north of the Chesapeake region during the colonial period.
b. Slaves did not achieve a self-sustaining rate of reproduction in the colonies prior to the American Revolution.
c. “Family slavery” was having slaves and masters living under the same roof.
d. Slaves made up nearly 50 percent of the colonial population by the time of the American Revolution.
e. Most slaves were working in cotton during the colonial period.

 

 

ANS:  C                    DIF:    Difficult         REF:   Page 100

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   Slavery in North America (VIII.A) MSC:  Understanding

 

  1. Which of the following statements is NOT true of Africans as slaves?
a. They spoke many different languages and held complex religious beliefs.
b. Many had experienced a less brutal form of slavery in Africa.
c. They were often branded by the company who claimed ownership.
d. One in six died during the Middle Passage.
e. They had a long history with Christianity in Africa.

 

 

ANS:  E                    DIF:    Moderate       REF:   Pages 101-104

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   Slavery’s African Roots (VIII.B)    MSC:  Evaluating

 

  1. By the early eighteenth century, the English colonies in North America:
a. extended beyond the Appalachians
b. had eliminated their French and Spanish rivals
c. were the most populous and prosperous on the continent
d. were on the verge of independence from England
e. remained tiny outposts of civilization

 

 

ANS:  C                    DIF:    Moderate       REF:   Page 105

OBJ:   Explain how English colonies developed into the most influential of the age.

TOP:   Thriving Colonies (IX)                   MSC:  Analyzing

 

ESSAY

 

  1. Do there seem to be connections between a colony’s purpose and its success? That is, what type of colony seemed most apt to succeed? What type seemed most likely to fail?

 

ANS:

Answer will vary.

 

  1. Describe the general pattern of white–Indian relations in the British colonies. Discuss Indian relations with Virginia, Massachusetts, and Carolina colonists, making sure to examine European motivations.

 

ANS:

Answer will vary.

 

  1. Compare the settlements of Virginia and Massachusetts in regard to their founding religions, forms of government, and landholding patterns. It is noted that settlers to New England had a greater life expectancy than those to colonies south of the Chesapeake Bay. Why?

 

ANS:

Answer will vary.

 

  1. Discuss the various ways in which domestic political affairs in Britain affected colonization in the New World.

 

ANS:

Answer will vary.

 

  1. “The lack of plan was the genius of British colonization.” What does this statement mean? How accurate is it?

 

ANS:

Answer will vary.

 

  1. Describe the background, major events, and results of Bacon’s Rebellion.

 

ANS:

Answer will vary.

 

  1. Discuss the impact Bacon’s Rebellion had on indentured servitude and African slavery.

 

ANS:

Answer will vary.

 

  1. Describe the relationships between Indians and the colonists of New England.

 

ANS:

Answer will vary.

 

  1. Explain the concept of separatism as it related to the Puritans who settled at Plymouth.

 

ANS:

Answer will vary.

 

  1. Discuss the settlement of the Carolinas. How and why did they divide into two separate colonies?

 

ANS:

Answer will vary.

 

  1. Discuss the transition of New Netherland into New York. Detail the negotiations that led to the transfer.

 

ANS:

Answer will vary.

 

  1. Georgia’s colonial beginnings are remarkably different from those of other colonies. Discuss how Spain’s presence in Florida impacted the southern colonies.

 

ANS:

Answer will vary.

 

  1. By the early eighteenth century, the British had outstripped both the French and the Spanish in the New World by becoming the most populous, prosperous, and powerful. Explain how this happened.

 

ANS:

Answer will vary.

 

MATCHING

 

Match each description with the item below.

a. Carolina f. New Netherland
b. Georgia g. Pennsylvania
c. Maryland h. Plymouth
d. Massachusetts Bay i. Rhode Island
e. New Jersey j. Virginia

 

CHAPTER 04: FROM COLONIES TO STATES

 

TRUE/FALSE

 

  1. Britain’s adoption of mercantilist policies set it apart from other European powers of the seventeenth century.

 

ANS:  F                    DIF:    Easy               REF:   Page 152

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   Mercantilism (I.C)

 

  1. In the Dominion of New England, taxes were levied without the consent of the assembly.

 

ANS:  T                    DIF:    Easy               REF:   Page 154

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   Colonial Resentment (I.E)

 

  1. The Glorious Revolution was bloodier (in terms of battle deaths) than the English Civil War.

 

ANS:  F                    DIF:    Easy               REF:   Page 154

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   The Glorious Revolution (I.F)

 

  1. John Locke’s writings justified revolution in some cases.

 

ANS:  T                    DIF:    Easy               REF:   Page 155

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   John Locke on Revolution (I.G)

 

  1. Through the first half of the eighteenth century, the power of the colonial assemblies generally declined.

 

ANS:  F                    DIF:    Easy               REF:   Page 156

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   The Habit of Self-Government (II.A)

 

  1. George Washington played a major role in the start of the French and Indian War.

 

ANS:  T                    DIF:    Easy               REF:   Page 157

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   The French and Indian War (III.A)

 

  1. Benjamin Franklin headed the committee that produced the Plan of Union in 1754.

 

ANS:  T                    DIF:    Easy               REF:   Page 159

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   The Albany Plan (III.B)

 

  1. Although the Seven Years’ War has often been called a world war, there was very little international conflict.

 

ANS:  F                    DIF:    Moderate       REF:   Page 161

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   A World War (III.E)

 

  1. Like his grandfather and great-grandfather, George III cared little about England.

 

ANS:  F                    DIF:    Easy               REF:   Page 162

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   A New British King (III.G)

 

  1. George Grenville continued the policy of “salutary neglect.”

 

ANS:  F                    DIF:    Easy               REF:   Page 167

OBJ:   Explain how England sought to strengthen its control over its colonies after the French and Indian War and how the colonists responded.

TOP:   Grenville’s Colonial Policy (IV.A)

 

  1. The Stamp Act placed the first tax on the new colonial postal system.

 

ANS:  F                    DIF:    Easy               REF:   Page 168

OBJ:   Explain how England sought to strengthen its control over its colonies after the French and Indian War and how the colonists responded.                            TOP:   The Stamp Act (IV.D)

 

  1. The Quartering Act required the colonies to provide provisions and barracks for British soldiers.

 

ANS:  T                    DIF:    Easy               REF:   Page 168

OBJ:   Explain how England sought to strengthen its control over its colonies after the French and Indian War and how the colonists responded.                            TOP:   The Stamp Act (IV.D)

 

  1. The Gaspée incident involved the burning of a church in Boston by British soldiers.

 

ANS:  F                    DIF:    Easy               REF:   Pages 176-177

OBJ:   Analyze the underlying factors in the events of the 1770s that led to American independence.

TOP:   The Gaspée Incident (VI.C)

 

  1. John and Samuel Adams urged their fellow colonists to reject the arguments of Common Sense.

 

ANS:  F                    DIF:    Easy               REF:   Page 186

OBJ:   Analyze the underlying factors in the events of the 1770s that led to American independence.

TOP:   Independence (VIII)

 

  1. Thomas Jefferson was the chief author (or “draftsman”) of the Declaration of Independence.

 

ANS:  T                    DIF:    Easy               REF:   Page 189

OBJ:   Analyze the underlying factors in the events of the 1770s that led to American independence.

TOP:   Jefferson’s Declaration (VIII.B)

 

MULTIPLE CHOICE

 

  1. The Spanish colonies in North America failed, in part, because:
a. the region lacked the gold and silver of Central and South America
b. the region had a greater native population than Central and South America
c. the Spanish colonizers did not pay enough attention to military matters
d. Spaniards were lazy and incompetent colonial administrators
e. they were under constant attack from the French and English

 

 

ANS:  A                    DIF:    Difficult         REF:   Page 147

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   Competing Neighbors (I)

MSC:  Analyzing

 

  1. Which of the following did the French settle first?
a. Mobile d. St. Louis
b. New Orleans e. Quebec
c. Detroit  

 

 

ANS:  E                    DIF:    Easy               REF:   Page 148

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   New France (I.A)

MSC:  Remembering

 

  1. French colonists in North America:
a. were very diverse in ethnicity and religion
b. established large plantations wherever they settled
c. established cooperative relations with the Indians
d. lived under dictatorial governments
e. were the first to call for a revolution

 

 

ANS:  C                    DIF:    Moderate       REF:   Page 149

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   New France (I.A)

MSC:  Understanding

 

  1. By 1750, the French population in North America:
a. had begun to diminish
b. was largely in Louisiana
c. was vastly outnumbered by the English
d. had a similar number of men and women
e. was only about half Roman Catholic

 

 

ANS:  C                    DIF:    Easy               REF:   Page 149

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   New France (I.A)

MSC:  Remembering

 

  1. The Navigation Act of 1651:
a. was contrary to mercantilist principles
b. required all goods imported into Britain or the colonies to be shipped in British vessels
c. was mainly an attempt to wrest the colonial trade from the French
d. was a free trade agreement between England and Holland
e. was repealed once Cromwell came to power

 

 

ANS:  B                    DIF:    Easy               REF:   Page 152

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   Navigation Acts (I.D)

MSC:  Remembering

 

  1. Mercantilism involved:
a. government’s attempt to maintain a favorable balance of trade
b. allowing Americans the ability to govern themselves
c. encouraging colonists to develop manufacturing
d. a commitment to absolute free trade
e. one of the earliest experiments in socialism

 

 

ANS:  A                    DIF:    Moderate       REF:   Page 152

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   Mercantilism (I.C)

MSC:  Applying

 

  1. The right to vote for members of the colonial assemblies was:
a. greatly restricted because of high property qualifications
b. open to women in most colonies
c. extended to a greater proportion of the population than anywhere else in the world
d. based on the same property qualifications as required to vote for Parliament in Britain
e. given to all adult males as a result of the Glorious Revolution

 

 

ANS:  C                    DIF:    Moderate       REF:   Page 156

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   An Emerging Colonial System (II)

MSC:  Analyzing

 

  1. The Navigation Act of 1660 specified “enumerated” goods that:
a. Americans were not allowed to export
b. could only be purchased with gold or silver
c. would not be taxed once imported into the mother country
d. could only be shipped to England or its colonies
e. could be sold at discount prices

 

 

ANS:  D                    DIF:    Easy               REF:   Page 153

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   Navigation Acts (I.D)

MSC:  Applying

 

  1. In 1678, a defiant Massachusetts legislature declared the Navigation Acts:
a. an insult to the colonists
b. only applicable to the southern colonies
c. in violation of international law
d. an act of treason by Britain
e. had no legal standing in the colony

 

 

ANS:  E                    DIF:    Easy               REF:   Page 153

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   Colonial Resentment (I.E)

MSC:  Remembering

 

  1. The Dominion of New England:
a. was created by Oliver Cromwell
b. was limited to the colonies founded by the Puritans
c. led to the bloody overthrow of James II
d. marked an attempt to bolster the authority of the Crown
e. delayed the American Revolution by seventy-five years

 

 

ANS:  D                    DIF:    Moderate       REF:   Page 154

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   Colonial Resentment (I.E)

MSC:  Analyzing

 

  1. As royal governor of the Dominion of New England, Sir Edmund Andros:
a. was popular in Boston
b. increased the authority of the Massachusetts assembly
c. was deposed as a result of the Glorious Revolution
d. initiated the prosecution of Salem’s witches
e. recognized the Puritan monopoly of religion

 

 

ANS:  C                    DIF:    Moderate       REF:   Page 154

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   The Glorious Revolution (I.F)

MSC:  Remembering

 

  1. One change brought to the American colonies after the Glorious Revolution was that the:
a. concept of the Dominion of New England was extended to the southern colonies
b. colonies were inspired to lead a revolt against King William
c. new monarch showed little interest in the colonies because of his desire to force the French out of North America
d. monarchy attempted to tighten its grip on the colonies by making more of them royal colonies
e. Crown paid for more people to migrate to the colonies

 

 

ANS:  D                    DIF:    Moderate       REF:   Page 154

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   The Glorious Revolution (I.F)

MSC:  Analyzing

 

  1. Colonial royal governors:
a. held their offices for life
b. tended to be devoted and effective public servants
c. were elected by property-owning males
d. had veto power over colonial assemblies
e. were required to be devoutly religious

 

 

ANS:  D                    DIF:    Moderate       REF:   Page 154

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   The Glorious Revolution (I.F)

MSC:  Remembering

 

  1. John Locke’s contract theory of government argued that:
a. men have certain rights in the state of nature, including the right to life, liberty, and property
b. governments were formed when strong men seized authority as kings to protect natural rights
c. kings have a divine right to rule their subjects as long as their subjects prosper
d. the only legitimate governments are ones that allow all adults, regardless of sex and race, to vote
e. government’s chief duty is to wage war against other nations

 

 

ANS:  A                    DIF:    Easy               REF:   Page 155

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   John Locke on Revolution (I.G)

MSC:  Remembering

 

  1. A “writ of assistance” was:
a. an order to the public to assist police officers in arresting suspected smugglers
b. a blanket search warrant that did not specify the place to be searched
c. the legal order that guaranteed trial by jury
d. a government document used to assess criminal fines on colonists suspected of smuggling
e. official permission to unload cargo in a colonial port

 

 

ANS:  B                    DIF:    Easy               REF:   Page 155

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   An Emerging Colonial System (II)

MSC:  Remembering

 

  1. Prime Minister Robert Walpole’s relaxed policy toward the colonies:
a. was criticized by the king
b. enabled the Americans to pursue greater political independence
c. resulted in his impeachment
d. was seen as a positive policy in colonial relations by the Crown
e. reflected his lack of interest in his official duties

 

 

ANS:  B                    DIF:    Moderate       REF:   Page 155

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   An Emerging Colonial System (II)

MSC:  Applying

 

  1. During the period of salutary neglect:
a. the British government took less of a role in governing the American colonies
b. new and efficient trade regulations were introduced
c. William and Mary ruled Britain
d. a new trade board, the Lords Commissioners of Trade and Plantations, was introduced
e. Americans developed a powerful desire for independence

 

 

ANS:  A                    DIF:    Moderate       REF:   Page 155

OBJ:   Explain the similarities and differences in the manners in which the English and French managed their North American colonies.   TOP:   An Emerging Colonial System (II)

MSC:  Understanding

 

  1. A series of British wars against the French began during the reign of King:
a. Charles II d. George I
b. James II e. Richard III
c. William  

 

 

ANS:  C                    DIF:    Moderate       REF:   Page 156

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   Warfare in the Colonies (III)

MSC:  Analyzing

 

  1. The colonial wars had a devastating effect on the people of:
a. Virginia d. New York
b. Quebec e. Massachusetts
c. Pennsylvania  

 

 

ANS:  E                    DIF:    Easy               REF:   Page 157

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   Warfare in the Colonies (III)

MSC:  Remembering

 

  1. The French and Indian War was triggered by:
a. conflicting French and English claims to the Ohio Valley
b. religious tension between French Catholics and English Protestants
c. the expansionist policies of Louis XIV
d. French anger over English restrictions on trade and shipping
e. the desire of both sides to pull their economies out of depression

 

 

ANS:  A                    DIF:    Moderate       REF:   Page 157

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   The French and Indian War (III.A)

MSC:  Remembering

 

  1. At the Albany Congress:
a. Americans seriously discussed independence for the first time
b. colonists criticized plans for war against France
c. Benjamin Franklin and others drafted a plan for a united colonial government
d. delegates rejected the idea of seeking Indian allies against the French
e. the English and the French tried to negotiate a peace settlement

 

 

ANS:  C                    DIF:    Moderate       REF:   Page 159

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   The Albany Plan (III.B)

MSC:  Remembering

 

  1. The result of General Edward Braddock’s effort to capture Fort Duquesne was:
a. a devastating ambush and defeat
b. a conventional European-style battle
c. a prolonged and successful siege
d. Braddock’s promotion to governor of Virginia
e. French withdrawal from the Ohio Valley

 

 

ANS:  A                    DIF:    Easy               REF:   Page 160

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   Braddock’s Defeat (III.D)

MSC:  Analyzing

 

  1. The war that erupted between the French and the British in North America:
a. lasted two years
b. became a world war
c. resulted in a draw
d. sparked massive protest in London
e. was the last war fought between them

 

 

ANS:  B                    DIF:    Easy               REF:   Page 161

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   A World War (III.E)

MSC:  Evaluating

 

  1. In the South, British troops and colonial militia fought the:
a. Iroquois d. Hurons
b. Cherokees e. Creeks
c. Shawnees  

 

 

ANS:  B                    DIF:    Moderate       REF:   Page 162

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   The Battle of Quebec (III.F)

MSC:  Remembering

 

  1. As a result of the 1763 Treaty of Paris, Britain acquired what from Spain?
a. Florida d. Cuba
b. New Orleans e. California
c. Mexico  

 

 

ANS:  A                    DIF:    Easy               REF:   Page 163

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   The Treaty of Paris (1763) (III.H)

MSC:  Remembering

 

  1. At the end of the war, New Orleans and all of the French lands west of the Mississippi:
a. went to Spain
b. went to Britain
c. remained French
d. became independent
e. became the creole state of New France

 

 

ANS:  A                    DIF:    Easy               REF:   Page 163

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   The Treaty of Paris (1763) (III.H)

MSC:  Remembering

 

  1. The triumph of what Britain called the Great War saw Americans:
a. very nervous about their own future
b. compassionate toward the French
c. jealous of British military power
d. turn their anger on the king
e. celebrating as joyously as Londoners

 

 

ANS:  E                    DIF:    Moderate       REF:   Page 163

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   A New British King (III.G)

MSC:  Understanding

 

  1. Pontiac’s Rebellion involved all of the following EXCEPT:
a. Indian attacks on the British frontier
b. British use of germ warfare against the Indians
c. the leadership of an Ottawa chief by that name
d. Indian rejection of the terms of the Treaty of Paris
e. the return of French soldiers to Canada

 

 

ANS:  E                    DIF:    Moderate       REF:   Pages 164-166

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   Pontiac’s Rebellion (III.J)

MSC:  Evaluating

 

  1. In Pennsylvania, the Paxton Boys:
a. killed and threatened peaceful Indians
b. employed mob violence against British officials
c. used vigilante justice against local criminals
d. demanded that the governor reduce taxes
e. tended to support British policy

 

 

ANS:  A                    DIF:    Easy               REF:   Page 166

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   Pontiac’s Rebellion (III.J)

MSC:  Remembering

 

  1. The immediate consequence of Pontiac’s Rebellion was most Americans believing that:
a. they could now live in harmony with the Native Americans
b. they should abandon their forts and move east
c. Pontiac was too strong to be defeated
d. all Indians must be removed
e. victory against the French was at best a mixed blessing

 

 

ANS:  D                    DIF:    Difficult         REF:   Page 166

OBJ:   Identify the causes of the French and Indian War and how the English victory affected the British colonies in North America.         TOP:   Pontiac’s Rebellion (III.J)

MSC:  Analyzing

 

  1. The Royal Proclamation of 1763:
a. caused Pontiac’s Rebellion
b. gave Florida back to Spain
c. imposed new taxes on imports
d. lowered taxes on the colonies
e. prohibited American settlement west of the Appalachians

 

 

ANS:  E                    DIF:    Easy               REF:   Page 166

OBJ:   Explain how England sought to strengthen its control over its colonies after the French and Indian War and how the colonists responded.

TOP:   The Proclamation Line (III.K)        MSC:  Remembering

 

  1. One of the chief objectives of policy under George Grenville was to:
a. continue the practice of “salutary neglect”
b. require jury trials for American smugglers
c. challenge the authority of the king
d. reduce Britain’s enormous debt
e. give colonial assemblies more power

 

 

ANS:  D                    DIF:    Moderate       REF:   Page 167

OBJ:   Explain how England sought to strengthen its control over its colonies after the French and Indian War and how the colonists responded.

TOP:   Grenville’s Colonial Policy (IV.A) MSC:  Understanding

 

  1. The Sugar Act of 1764:
a. legalized trade with the French West Indies
b. was intended to generate revenue from the colonies
c. doubled the existing tax on molasses
d. aimed to reduce rum drinking in the colonies
e. taxed sugar refined in the colonies

 

 

ANS:  B                    DIF:    Easy               REF:   Page 167

OBJ:   Explain how England sought to strengthen its control over its colonies after the French and Indian War and how the colonists responded.                            TOP:   The Sugar Act (IV.B)

MSC:  Analyzing

 

  1. The Currency Act of 1764:
a. prohibited the colonies from making their currency legal tender
b. created terrible inflation in the colonies
c. was designed to ease the shortage of hard money in the colonies
d. said that lenders had to accept paper money in payment of debts
e. changed the name of the basic monetary unit to “dollar” from “pound”

 

 

ANS:  A                    DIF:    Easy               REF:   Page 168

OBJ:   Explain how England sought to strengthen its control over its colonies after the French and Indian War and how the colonists responded.                            TOP:   The Currency Act (IV.C)

MSC:  Remembering

 

  1. The 1765 Stamp Act:
a. required revenue stamps on legal and commercial documents
b. was approved by the colonial assemblies
c. directly affected only a few Americans
d. soothed American fears of standing armies
e. raised a lot of money for the Crown

 

 

ANS:  A                    DIF:    Easy               REF:   Page 168

OBJ:   Explain how England sought to strengthen its control over its colonies after the French and Indian War and how the colonists responded.                            TOP:   The Stamp Act (IV.D)

MSC:  Remembering

 

  1. The Quartering Act required Americans to:
a. do military service d. be loyal to England
b. surrender their weapons e. house and feed British soldiers
c. pay higher taxes  

 

 

ANS:  E                    DIF:    Easy               REF:   Page 168

OBJ:   Explain how England sought to strengthen its control over its colonies after the French and Indian War and how the colonists responded.                            TOP:   The Stamp Act (IV.D)

MSC:  Remembering

 

  1. The Declaratory Act of 1766:
a. required Americans to declare loyalty to the Crown
b. recognized the principle of “no taxation without representation”
c. repealed all prior British taxes
d. reasserted the government’s right to tax the colonists
e. gave Americans some seats in Parliament

 

 

ANS:  D                    DIF:    Easy               REF:   Page 172

OBJ:   Explain how England sought to strengthen its control over its colonies after the French and Indian War and how the colonists responded.

TOP:   Repeal of the Stamp Act (IV.I)       MSC:  Remembering

 

  1. In 1766, in response to American protests, Parliament:
a. gave Americans representation in the House of Commons
b. removed British troops from the colonies
c. blamed George III for its mistaken policies
d. issued an official apology
e. repealed the Stamp Act

 

 

ANS:  E                    DIF:    Easy               REF:   Page 172

OBJ:   Explain how England sought to strengthen its control over its colonies after the French and Indian War and how the colonists responded.

TOP:   Repeal of the Stamp Act (IV.I)       MSC:  Analyzing

 

  1. Which of the following is NOT true of the Townshend duties?
a. The colonists were further antagonized.
b. A number of colonial imports were taxed.
c. British manufacturing was hurt because British exports were taxed.
d. They were designed to raise revenue for the Crown.
e. The shipbuilding industry was hurt as imports and exports decreased.

 

 

ANS:  E                    DIF:    Moderate       REF:   Pages 172-173

OBJ:   Explain how England sought to strengthen its control over its colonies after the French and Indian War and how the colonists responded.                            TOP:   The Townshend Acts (IV.J)

MSC:  Remembering

 

  1. Perhaps the most radical of the American rebels was Bostonian:
a. James Otis d. John Adams
b. Samuel Adams e. Paul Revere
c. John Dickinson  

 

 

ANS:  B                    DIF:    Easy               REF:   Page 174

OBJ:   Explain how England sought to strengthen its control over its colonies after the French and Indian War and how the colonists responded.                            TOP:   The Crisis Grows (VI)

MSC:  Analyzing

 

  1. As a result of the Boston Massacre:
a. dozens of Americans were killed by the British
b. the Sons of Liberty adopted peaceful methods
c. Samuel Adams defended the British soldiers
d. all but two of the British defendants were acquitted
e. Americans now quietly paid their taxes

 

 

ANS:  D                    DIF:    Moderate       REF:   Page 175

OBJ:   Analyze the underlying factors in the events of the 1770s that led to American independence.

TOP:   The Boston Massacre (VI.B)          MSC:  Remembering

 

  1. When the British ship Gaspée ran aground in Rhode Island, the local population:
a. burned it d. pillaged it
b. claimed it e. attacked it
c. rescued its crew  

 

 

ANS:  A                    DIF:    Easy               REF:   Page 176

OBJ:   Analyze the underlying factors in the events of the 1770s that led to American independence.

TOP:   The Gaspée Incident (VI.C)            MSC:  Remembering

 

  1. The major objective of the Tea Act of 1773 was to:
a. enrich Lord North and his cronies d. punish American tea importers
b. bail out the East India Company e. reduce tea prices for Americans
c. stimulate England’s home economy  

 

 

ANS:  B                    DIF:    Moderate       REF:   Page 177

OBJ:   Analyze the underlying factors in the events of the 1770s that led to American independence.

TOP:   The Boston Tea Party (VI.D)          MSC:  Understanding

 

  1. Which is true of the Boston Tea Party?
a. Mohawk Indians destroyed the tea.
b. Benjamin Franklin supported it.
c. Americans destroyed forty-six tons of tea.
d. It forced the British to repeal the tea tax.
e. Most Bostonians did not support it.

 

 

ANS:  C                    DIF:    Easy               REF:   Page 177

OBJ:   Analyze the underlying factors in the events of the 1770s that led to American independence.

TOP:   The Boston Tea Party (VI.D)          MSC:  Remembering

 

  1. The purpose of the Coercive Acts was to:
a. punish Boston for the Tea Party
b. arrest the leaders of the Sons of Liberty
c. abolish the colonial assemblies
d. outlaw any public criticism of British policy
e. make Americans drink more tea

 

 

ANS:  A                    DIF:    Easy               REF:   Page 178

OBJ:   Analyze the underlying factors in the events of the 1770s that led to American independence.

TOP:   The Coercive Acts (VI.E)               MSC:  Analyzing

 

  1. In April 1775, the British marched to Concord, Massachusetts, in an effort to:
a. shut down a rebellious newspaper
b. collect taxes
c. prevent a town meeting
d. seize a stockpile of weapons, ammunition, and powder
e. arrest Paul Revere

 

 

ANS:  D                    DIF:    Moderate       REF:   Page 181

OBJ:   Analyze the underlying factors in the events of the 1770s that led to American independence.

TOP:   Lexington and Concord (VI.I)        MSC:  Remembering

 

  1. At the Battle of Bunker Hill:
a. the British suffered major casualties
b. George Washington won his first victory
c. the colonial militia repulsed every British assault
d. Americans learned they could easily beat the British
e. Americans refused to take prisoners

 

 

ANS:  A                    DIF:    Easy               REF:   Pages 184-185

OBJ:   Analyze the underlying factors in the events of the 1770s that led to American independence.

TOP:   The Battle of Bunker Hill (VII.A)   MSC:  Remembering

 

  1. Which is NOT true of the Olive Branch Petition?
a. It attempted to reconcile the colonists and the British.
b. It was authored by John Dickinson.
c. It changed the thinking of George III toward the Americans.
d. It rejected independence.
e. It was issued by the Continental Congress.

 

 

ANS:  C                    DIF:    Difficult         REF:   Page 185

OBJ:   Analyze the underlying factors in the events of the 1770s that led to American independence.

TOP:   “Open and Avowed Enemies” (VII.B)                            MSC:  Understanding

 

  1. All of the following were true of the early Revolution EXCEPT:
a. Americans were farmers, not soldiers
b. The Patriots lacked military training and discipline
c. The British army was the best trained and equipped in the world
d. Patriots were universally united behind the cause of independence
e. Americans had the advantage of knowing the local terrain

 

 

ANS:  D                    DIF:    Moderate       REF:   Page 185

OBJ:   Analyze the underlying factors in the events of the 1770s that led to American independence.

TOP:   Outright Rebellion (VII.C)              MSC:  Evaluating

 

  1. All of the following are true of Thomas Jefferson’s Declaration of Independence EXCEPT:
a. it took many ideas from George Mason and John Locke
b. it was revised by other members of the Congress
c. it was meant as a statement of American principles and grievances
d. it secured American independence
e. it spoke of certain “unalienable rights”

 

 

ANS:  D                    DIF:    Moderate       REF:   Page 189

OBJ:   Analyze the underlying factors in the events of the 1770s that led to American independence.

TOP:   Jefferson’s Declaration (VIII.B)     MSC:  Evaluating

 

ESSAY

 

  1. What were the various effects of the Glorious Revolution in America?

 

ANS:

Answer will vary.

 

  1. Discuss how the concept of mercantilism impacted exploration and colony building in the seventeenth century.

 

ANS:

Answer will vary.

 

  1. Describe the background, major events, and results of the French and Indian War.

 

ANS:

Answer will vary.

 

  1. Discuss the concept of “salutary neglect.”

 

ANS:

Answer will vary.

 

  1. Which was more important in the coming of the Revolution: the development of a set of intellectual assumptions in the American colonies regarding liberty, equality, and so forth, or changes in British imperial policy?

 

ANS:

Answer will vary.

 

  1. In what ways did the French and Indian War pave the way for the Revolution?

 

ANS:

Answer will vary.

 

  1. Summarize the argument for independence presented in the Declaration of Independence. How did this compare with earlier colonial arguments concerning the relationship between Britain and the colonies?

 

ANS:

Answer will vary.

 

  1. Describe the Royal Proclamation of 1763 and the impact it had on the relationship between Britain and the American colonies.

 

ANS:

Answer will vary.

 

  1. Discuss the background, details, and results of the Boston Massacre. What impact did this conflict have on the impending Revolution?

 

ANS:

Answer will vary.

 

  1. Describe the ideological responses to George Grenville’s colonial policies. What impact did these responses have on the relationship between Parliament and the colonial assemblies?

 

ANS:

Answer will vary.

 

MATCHING

 

Match each description with the item below.

a. was a British general in the French and Indian War
b. surrendered Fort Necessity to the French
c. wrote Common Sense
d. architect of the Albany Plan of Union
e. warned citizens of Lexington of a British military advance
f. wrote Two Treatises on Government
g. was a British war minister during the French and Indian War
h. organized the Sons of Liberty
i. proposed the Stamp Act
j. was the governor of the Dominion of New England

 

  1. CHAPTER 09: NATIONALISM AND SECTIONALISM, 1815-1828

     

    TRUE/FALSE

     

    1. The United States experienced a period of economic prosperity in the years after the War of 1812.

     

    ANS:  T                    DIF:    Easy               REF:   Page 393

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   A New Nationalism (I)

     

    1. The Second Bank of the United States was chartered in 1826.

     

    ANS:  F                    DIF:    Easy               REF:   Page 394

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   The Bank of the United States (I.B)

     

    1. Support for the Tariff of 1816 came primarily from the South.

     

    ANS:  F                    DIF:    Moderate       REF:   Page 395

    OBJ:   Examine the Era of Good Feelings.                                           TOP:    A Protective Tariff (I.C)

     

    1. The National Road was a good example of an internal improvement because it was financed by the federal government.

     

    ANS:  T                    DIF:    Easy               REF:   Page 396

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   Internal Improvements (I.D)

     

    1. The “Era of Good Feelings” was marked by peace and prosperity.

     

    ANS:  T                    DIF:    Easy               REF:   Page 400

    OBJ:   Distinguish among various issues that contributed to sectionalism.

    TOP:   “An Era of Good Feelings” (III)

     

    1. James Monroe was the first president from New York.

     

    ANS:  F                    DIF:    Easy               REF:   Page 400

    OBJ:   Distinguish among various issues that contributed to sectionalism.

    TOP:   James Monroe (III.A)

     

    1. Langdon Cheves was president of the Second Bank of the United States.

     

    ANS:  T                    DIF:    Easy               REF:   Page 402

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   The Panic of 1819 (III.B)

     

    1. The Bank of the United States quickly ended the Panic of 1819 by making credit more easily available.

     

    ANS:  F                    DIF:    Easy               REF:   Page 402

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   The Panic of 1819 (III.B)

     

    1. As a territory, Missouri had not allowed slavery.

     

    ANS:  F                    DIF:    Easy               REF:   Page 403

    OBJ:   Examine the Era of Good Feelings.

    TOP:   The Missouri Compromise (III.C)

     

    1. The Missouri Compromise was almost undone when Missouri put into its constitution a provision excluding free blacks and mulattoes.

     

    ANS:  T                    DIF:    Easy               REF:   Page 404

    OBJ:   Examine the Era of Good Feelings.

    TOP:   The Missouri Compromise (III.C)

     

    1. The Monroe Doctrine was part of President Monroe’s annual message to Congress.

     

    ANS:  T                    DIF:    Easy               REF:   Page 409

    OBJ:   Describe how the Supreme Court under John Marshall strengthened the federal government and the national economy.                                                  TOP:   The Monroe Doctrine (IV.C)

     

    1. Four presidential candidates received electoral votes in 1824.

     

    ANS:  T                    DIF:    Easy               REF:   Page 412

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   The “Corrupt Bargain” (V.C)

     

    1. John Quincy Adams displayed superb political skills during his term as president.

     

    ANS:  F                    DIF:    Easy               REF:   Page 414

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   John Quincy Adams (V.D)

     

    1. During the 1820s, the tariff level generally declined.

     

    ANS:  F                    DIF:    Easy               REF:   Page 415

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   John Quincy Adams (V.D)

     

    1. The democratization of politics resulted in half of free black men in northern states being eligible to vote.

     

    ANS:  T                    DIF:    Difficult         REF:   Page 417

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   The “Common Man” in Politics (V.F)

     

    MULTIPLE CHOICE

     

    1. Following the expiration of the first Bank of the United States in 1811, state banks:
    a. guaranteed a stable economy
    b. issued an excess of paper money
    c. minted their own gold and silver coins
    d. were closely regulated by the federal government
    e. cut way back on credit

     

     

    ANS:  B                    DIF:    Easy               REF:   Page 394

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   The Bank of the United States (I.B)

    MSC:  Analyzing

     

    1. The new Bank of the United States, created in 1816:
    a. served as a depository for federal funds
    b. was opposed by President Madison
    c. was totally owned by the government
    d. would be located in Washington, D.C.
    e. would be forbidden to issue paper money

     

     

    ANS:  A                    DIF:    Moderate       REF:   Page 394

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   The Bank of the United States (I.B)

    MSC:  Understanding

     

    1. Which of the following opposed a national bank in 1816?
    a. John C. Calhoun d. James Madison
    b. Daniel Webster e. John Quincy Adams
    c. Henry Clay  

     

     

    ANS:  B                    DIF:    Easy               REF:   Page 395

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   The Bank of the United States (I.B)

    MSC:  Remembering

     

    1. The Tariff of 1816 was intended to do all of the following EXCEPT:
    a. raise revenue d. promote economic independence
    b. protect American industry e. lower the price of British goods
    c. tax imports  

     

     

    ANS:  E                    DIF:    Easy               REF:   Page 395

    OBJ:   Examine the Era of Good Feelings.                                           TOP:    A Protective Tariff (I.C)

    MSC:  Evaluating

     

    1. John C. Calhoun accepted the Tariff of 1816 because he:
    a. saw it as a way to lessen the importance of slavery to southern planters
    b. saw it as a means to protect slavery in the South
    c. expected the South would become a manufacturing center
    d. sympathized with New England shippers and southern farmers
    e. argued that the Constitution required it

     

     

    ANS:  C                    DIF:    Difficult         REF:   Page 395

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   A Protective Tariff (I.C)

    MSC:  Understanding

     

    1. The idea of federal support for internal improvements:
    a. was explicitly authorized by the Constitution
    b. lost popularity due to the War of 1812
    c. was represented by the construction of the National Road
    d. was equally popular in all sections of the country
    e. was one of Madison’s key proposals in his reelection campaign

     

     

    ANS:  C                    DIF:    Easy               REF:   Page 396

    OBJ:   Examine the Era of Good Feelings.                                           TOP:    Internal Improvements (I.D)

    MSC:  Applying

     

    1. In the first half of the nineteenth century, internal improvements:
    a. finally became the responsibility of the national government
    b. were supported mainly by people in the West
    c. were supported mainly by people in New England and the South
    d. were supported mainly by people who held to a strict interpretation of the Constitution
    e. caused the national debt to skyrocket

     

     

    ANS:  B                    DIF:    Moderate       REF:   Page 396

    OBJ:   Examine the Era of Good Feelings.                                           TOP:    Internal Improvements (I.D)

    MSC:  Understanding

     

    1. The first judicial ruling that declared a federal law to be unconstitutional came from:
    a. McCulloch v. Maryland d. Dartmouth College v. Woodward
    b. Gibbons v. Ogden e. Marbury v. Madison
    c. Cohens v. Virginia  

     

     

    ANS:  E                    DIF:    Difficult         REF:   Page 397

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   Postwar Nationalism and the Supreme Court (I.E)

    MSC:  Remembering

     

    1. In the early 1800s, the Supreme Court decisions associated with John Marshall consistently championed:
    a. states’ rights d. Jeffersonian Republicanism
    b. a literal reading of the Constitution e. judicial supremacy
    c. national authority  

     

     

    ANS:  C                    DIF:    Easy               REF:   Page 397

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   Postwar Nationalism and the Supreme Court (I.E)

    MSC:  Understanding

     

    1. The ruling in Dartmouth College v. Woodward related to:
    a. monopoly law d. contract rights
    b. the right to tax federal currency e. interstate commerce
    c. constitutionality of a federal law  

     

     

    ANS:  D                    DIF:    Difficult         REF:   Page 397

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   Protecting Contract Rights (I.F)

    MSC:  Remembering

     

    1. In McCulloch v. Maryland, the Marshall court struck down that state’s ability to tax:
    a. imports d. the national bank
    b. income e. private contracts
    c. farmers  

     

     

    ANS:  D                    DIF:    Easy               REF:   Page 397

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   Protecting a National Currency (I.G)

    MSC:  Remembering

     

    1. The Supreme Court in Gibbons v. Ogden settled a controversy over:
    a. state-chartered colleges d. federal land sales
    b. voting rights e. steamboat commerce
    c. canal construction  

     

     

    ANS:  E                    DIF:    Easy               REF:   Page 398

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   Regulating Interstate Commerce (I.H)

    MSC:  Remembering

     

    1. The Supreme Court ruled that congressional power to regulate commerce “is complete in itself” and “may be exercised to its utmost extent” in:
    a. Fletcher v. Peck d. Cohens v. Virginia
    b. Gibbons v. Ogden e. McCulloch v. Maryland
    c. Dartmouth College v. Woodward  

     

     

    ANS:  B                    DIF:    Difficult         REF:   Page 398

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   Regulating Interstate Commerce (I.H)

    MSC:  Remembering

     

    1. The chief advocate for the program for economic development called the American System was:
    a. Henry Clay d. James Monroe
    b. John Calhoun e. James Madison
    c. Daniel Webster  

     

     

    ANS:  A                    DIF:    Easy               REF:   Page 399

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   Debates over the American System (II)

    MSC:  Remembering

     

    1. The American System included support for all of the following policies EXCEPT:
    a. high tariffs d. internal improvements
    b. free public schools e. high prices for western lands
    c. a national bank  

     

     

    ANS:  B                    DIF:    Easy               REF:   Pages 399-400

    OBJ:   Examine how American economic policies developed after the War of 1812 reflected the nationalism of the era.                                 TOP:   Debates over the American System (II)

    MSC:  Evaluating

     

    1. Senator Thomas Hart Benton, in opposing the new Bank of the United States, spoke for the interests of:
    a. New England merchants d. Old Republicans
    b. Southern planters e. economic nationalists
    c. the West  

     

     

    ANS:  C                    DIF:    Easy               REF:   Page 400

    OBJ:   Examine the Era of Good Feelings.

    TOP:   Debates over the American System (II)                           MSC:  Analyzing

     

    1. The phrase “Era of Good Feelings” resulted from President Monroe’s tour of:
    a. New England d. Pennsylvania
    b. Canada e. the Deep South
    c. the West  

     

     

    ANS:  A                    DIF:    Easy               REF:   Page 400

    OBJ:   Distinguish among various issues that contributed to sectionalism.

    TOP:   “An Era of Good Feelings” (III)     MSC:  Understanding

     

    1. James Monroe:
    a. was the first president born after the Revolution
    b. enthusiastically supported Madison’s policies of economic nationalism
    c. had limited political experience before becoming president
    d. like Madison, was a Virginia Republican
    e. suffered from alcoholism and bouts of depression

     

     

    ANS:  D                    DIF:    Easy               REF:   Page 400

    OBJ:   Distinguish among various issues that contributed to sectionalism.

    TOP:   James Monroe (III.A)                                MSC:              Understanding

     

    1. The immediate cause of the Panic of 1819 was:
    a. the flooding of the American market with cheap British goods
    b. the collapse of the Bank of the United States
    c. the Transcontinental Treaty of 1819
    d. the difficulty of obtaining credit
    e. a sudden collapse of cotton prices

     

     

    ANS:  E                    DIF:    Moderate       REF:   Page 401

    OBJ:   Distinguish among various issues that contributed to sectionalism.

    TOP:   The Panic of 1819 (III.B)               MSC:  Analyzing

     

    1. The Panic of 1819 turned into a depression because:
    a. cotton prices collapsed
    b. international commerce slowed
    c. banks failed
    d. businessmen and speculators had recklessly borrowed money
    e. the “whole Banking system” was “swindling on a large scale”

     

     

    ANS:  D                    DIF:    Difficult         REF:   Page 402

    OBJ:   Distinguish among various issues that contributed to sectionalism.

    TOP:   The Panic of 1819 (III.B)               MSC:  Understanding

     

    1. “This momentous question like a firebell in the night awakened and filled me with terror.” Thomas Jefferson said this about the:
    a. debate over the Missouri Compromise
    b. Panic of 1819
    c. case of Marbury v. Madison
    d. Second Bank of the United States
    e. possible abolition of slavery

     

     

    ANS:  A                    DIF:    Moderate       REF:   Page 402

    OBJ:   Distinguish among various issues that contributed to sectionalism.

    TOP:   The Missouri Compromise (III.C)   MSC:  Remembering

     

    1. Missouri’s admission to the Union as a slave state was balanced by the admission of the free state of:
    a. Maine d. Minnesota
    b. Ohio e. Wisconsin
    c. Vermont  

     

     

    ANS:  A                    DIF:    Easy               REF:   Page 404

    OBJ:   Distinguish among various issues that contributed to sectionalism.

    TOP:   The Missouri Compromise (III.C)   MSC:  Remembering

     

    1. The Missouri Compromise stipulated that in the rest of the Louisiana Purchase north of 36°30´:
    a. slaves would become free at age 25
    b. slavery would be excluded
    c. majority rule would determine whether slavery would be legal
    d. there would be no restrictions on slavery
    e. free blacks could not become citizens

     

     

    ANS:  B                    DIF:    Easy               REF:   Page 404

    OBJ:   Distinguish among various issues that contributed to sectionalism.

    TOP:   The Missouri Compromise (III.C)   MSC:  Remembering

     

    1. The secretary of state throughout James Monroe’s presidency was:
    a. John C. Calhoun d. John Marshall
    b. John Quincy Adams e. William Crawford
    c. Henry Clay  

     

     

    ANS:  B                    DIF:    Easy               REF:   Page 405

    OBJ:   Describe how the Supreme Court under John Marshall strengthened the federal government and the national economy.                                                  TOP:   Nationalist Diplomacy (IV)

    MSC:  Remembering

     

    1. The Rush-Bagot Agreement:
    a. settled the boundary dispute with Florida
    b. was a formal treaty dealing with trade with the British West Indies
    c. ended naval competition on the Great Lakes by limiting naval forces there
    d. dealt with fishing rights off Newfoundland
    e. allowed more British to immigrate to the United States

     

     

    ANS:  C                    DIF:    Easy               REF:   Page 405

    OBJ:   Describe how the Supreme Court under John Marshall strengthened the federal government and the national economy.                                                  TOP:   Relations with Britain (IV.A)

    MSC:  Understanding

     

    1. The Convention of 1818 did all of the following EXCEPT:
    a. settle the northern limit of the Louisiana Purchase
    b. open Oregon to joint occupation by the United States and Great Britain
    c. return control of the Southwest to Spain
    d. acknowledge the right of Americans to fish off Newfoundland and Labrador
    e. settle several points of contention between the United States and Britain

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 405

    OBJ:   Describe how the Supreme Court under John Marshall strengthened the federal government and the national economy.                                                  TOP:   Relations with Britain (IV.A)

    MSC:  Evaluating

     

    1. The most important factor behind U.S. acquisition of Florida in 1819 was:
    a. Spain’s need for money
    b. President Monroe’s invasion threat
    c. Andrew Jackson’s incursion in pursuit of the Seminoles
    d. John Quincy Adams’s diplomatic ability
    e. Spain’s determination to keep Florida from the British

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 406

    OBJ:   Describe how the Supreme Court under John Marshall strengthened the federal government and the national economy.                                                  TOP:   Florida (IV.B)

    MSC:  Understanding

     

    1. Andrew Jackson led American troops into Florida in 1818:
    a. to recapture runaway slaves
    b. to collect debts owed to the United States by Spain
    c. in pursuit of hostile Seminoles
    d. to acquire a port on the Gulf coast
    e. to further his personal political ambitions

     

     

    ANS:  C                    DIF:    Easy               REF:   Page 406

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   Florida (IV.B)                                           MSC:              Remembering

     

    1. In 1825, Florida belonged to:
    a. France d. the United States
    b. Great Britain e. the Seminoles
    c. Spain  

     

     

    ANS:  D                    DIF:    Easy               REF:   Page 406

    OBJ:   Describe how the Supreme Court under John Marshall strengthened the federal government and the national economy.                                                  TOP:   Florida (IV.B)

    MSC:  Remembering

     

    1. The Transcontinental Treaty of 1819:
    a. was negotiated by John C. Calhoun
    b. strengthened the U.S. claim to Texas
    c. brought permanent peace with Britain
    d. extended the boundary of Louisiana to the Pacific
    e. recognized Spanish control of Florida

     

     

    ANS:  D                    DIF:    Easy               REF:   Page 408

    OBJ:   Describe how the Supreme Court under John Marshall strengthened the federal government and the national economy.                                                  TOP:   Florida (IV.B)

    MSC:  Remembering

     

    1. In 1819, Spain decided to take the following stand concerning its claim to the Oregon Country:
    a. abandon its claim above the 42nd parallel
    b. abandon all claims to lands west of the Rockies
    c. insist it still owned all the land above the 42nd parallel
    d. give its claim to above the 42nd parallel to France
    e. increase its military presence in the Pacific Northwest

     

     

    ANS:  A                    DIF:    Easy               REF:   Page 408

    OBJ:   Describe how the Supreme Court under John Marshall strengthened the federal government and the national economy.                                                  TOP:   Florida (IV.B)

    MSC:  Understanding

     

    1. In Latin America by the early 1820s:
    a. Spain had lost nearly all its colonies
    b. Russia was expanding its influence
    c. Britain was aggressively acquiring new colonies
    d. American missionaries were becoming more active
    e. Argentina and Mexico were becoming world powers

     

     

    ANS:  A                    DIF:    Moderate       REF:   Page 408

    OBJ:   Describe how the Supreme Court under John Marshall strengthened the federal government and the national economy.                                                  TOP:   The Monroe Doctrine (IV.C)

    MSC:  Remembering

     

    1. The four major points of the Monroe Doctrine contained all of the following EXCEPT:
    a. that “the American continents…are henceforth not to be considered as subjects for future colonization by any European powers”
    b. the United States would consider European intervention in South America to be an act of war
    c. the United States would consider European intervention in the Western Hemisphere to be a threat to its “peace and safety”
    d. the United States would not interfere with existing European colonies in the Americas
    e. the United States would stay out of the international affairs of European nations

     

     

    ANS:  B                    DIF:    Difficult         REF:   Page 409

    OBJ:   Describe how the Supreme Court under John Marshall strengthened the federal government and the national economy.                                                  TOP:   The Monroe Doctrine (IV.C)

    MSC:  Evaluating

     

    1. One notable thing about the 1820 presidential election was:
    a. Monroe’s defeat for a second term
    b. how close it was in the Electoral College
    c. the rise of a powerful third party
    d. Monroe’s refusal to publicly campaign
    e. the disappearance of the Federalists

     

     

    ANS:  E                    DIF:    Easy               REF:   Page 409

    OBJ:   Distinguish among various issues that contributed to sectionalism.

    TOP:   The Rise of Andrew Jackson (V)   MSC:  Remembering

     

    1. Which of the following statements is NOT true of Andrew Jackson?
    a. was the last president born of the Revolutionary generation
    b. was wounded in duels
    c. was a frontier attorney in Nashville, Tennessee
    d. had moral reservations about the institution of slavery although he owned more than 100 slaves
    e. married Rachel Robards, who was not divorced from her husband at the time

     

     

    ANS:  D                    DIF:    Difficult         REF:   Page 411

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   Andrew Jackson (V.A)                   MSC:  Evaluating

     

    1. Andrew Jackson:
    a. was elected to the U.S. Senate from Tennessee in 1823
    b. served as President Monroe’s secretary of state
    c. supported a national bank
    d. worked hard to revive the Federalist party
    e. was an advocate of protective tariffs

     

     

    ANS:  A                    DIF:    Easy               REF:   Page 411

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   Presidential Politics (V.B)               MSC:  Evaluating

     

    1. All of the following were presidential candidates in 1824 EXCEPT:
    a. Andrew Jackson d. John Quincy Adams
    b. William Crawford e. Henry Clay
    c. John C. Calhoun  

     

     

    ANS:  C                    DIF:    Easy               REF:   Page 411

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   Presidential Politics (V.B)               MSC:  Evaluating

     

    1. The 1824 election was ultimately decided by:
    a. the Electoral College
    b. popular vote
    c. a Supreme Court ruling
    d. the House of Representatives
    e. the stance of the candidates on the major issues

     

     

    ANS:  D                    DIF:    Easy               REF:   Page 413

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   The “Corrupt Bargain” (V.C)          MSC:  Understanding

     

    1. The “corrupt bargain” in the election of 1824 referred to:
    a. the widespread purchase of votes in several states
    b. the belief that Clay supported Adams in return for becoming secretary of state
    c. the blatant miscounting of ballots in the Electoral College
    d. Jackson’s promise to make Calhoun his vice president
    e. Jackson’s belief that the Constitution had been disregarded

     

     

    ANS:  B                    DIF:    Moderate       REF:   Page 413

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   The “Corrupt Bargain” (V.C)          MSC:  Applying

     

    1. One of John Quincy Adams’s major shortcomings as president was his lack of:
    a. intellect d. personal energy
    b. experience e. political skills
    c. ideas for the nation’s future  

     

     

    ANS:  E                    DIF:    Easy               REF:   Pages 413-414

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   John Quincy Adams (V.D)             MSC:  Understanding

     

    1. As president, which of the following did Adams NOT propose?
    a. to support internal improvements
    b. to create a Department of the Interior
    c. to establish a national university
    d. to promote science
    e. to create a new national bank

     

     

    ANS:  E                    DIF:    Easy               REF:   Page 414

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   John Quincy Adams (V.D)             MSC:  Evaluating

     

    1. The South Carolina Exposition and Protest was published in response to the:
    a. election of 1824 d. Second Bank of the United States
    b. Tariff of 1828 e. Panic of 1819
    c. Missouri Compromise  

     

     

    ANS:  B                    DIF:    Easy               REF:   Page 415

    OBJ:   Examine the Era of Good Feelings.                                           TOP:    John Quincy Adams (V.D)

    MSC:  Analyzing

     

    1. The Tariff of 1828:
    a. was once again opposed by Daniel Webster
    b. showed Calhoun’s continued devotion to nationalism
    c. lowered tariffs dramatically over President Adams’s objections
    d. boosted the presidential hopes of Jackson
    e. caused the breakup of the Republican party

     

     

    ANS:  D                    DIF:    Moderate       REF:   Page 415

    OBJ:   Examine the Era of Good Feelings.                                           TOP:    John Quincy Adams (V.D)

    MSC:  Analyzing

     

    1. The 1828 presidential campaign was dominated by:
    a. record levels of campaign spending
    b. debate over tariff policy
    c. vicious personal attacks
    d. public concerns over foreign policy
    e. controversy over foreign immigration

     

     

    ANS:  C                    DIF:    Easy               REF:   Pages 415-416

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   Jackson’s Election (V.E)                MSC:  Remembering

     

    1. One of Jackson’s greatest personal vulnerabilities in the 1828 campaign was:
    a. his reputation as a cruel slave master
    b. charges that he was a coward
    c. the scandal surrounding his marriage
    d. his large amount of wealth
    e. his lack of conviction

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 416

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   Jackson’s Election (V.E)                MSC:  Understanding

     

    1. By the 1820s, the right to vote had generally been extended to:
    a. women d. freed slaves
    b. adult white males e. educated blacks
    c. Indians  

     

     

    ANS:  B                    DIF:    Easy               REF:   Page 417

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   The “Common Man” in Politics (V.F)                             MSC:  Understanding

     

    1. In this new political era, Jackson had a tremendous advantage because of his:
    a. rise from common origins d. eloquence as a speaker
    b. aristocratic manners e. clear stance on the issues
    c. patriotism  

     

     

    ANS:  A                    DIF:    Easy               REF:   Page 417

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   The “Common Man” in Politics (V.F)                             MSC:  Applying

     

    1. In the presidential election of 1828:
    a. John C. Calhoun won the South but lost in New England
    b. John C. Calhoun won New England but lost in the South
    c. most of Andrew Jackson’s support was in New England
    d. Adams won all of New England except for one of Maine’s nine electoral votes
    e. Jackson carried every state

     

     

    ANS:  D                    DIF:    Easy               REF:   Page 418

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   The “Common Man” in Politics (V.F)                             MSC:  Remembering

     

    1. Working men’s parties:
    a. were devoted to promoting the interest of laborers
    b. concentrated on making labor unions a part of the American political landscape
    c. promoted temperance and the role of men in ensuring family stability
    d. were a constant presence in the political arena for the entirety of the industrialized nineteenth century
    e. never found legitimacy despite their representation of the Jacksonian ideal of the “common man”

     

     

    ANS:  A                    DIF:    Moderate       REF:   Pages 418-419

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   Labor Politics (V.G)                       MSC:  Remembering

     

    1. Which of the following statements about Jackson’s election in 1828 is NOT true?
    a. He won with well over the 50 percent popular vote threshold.
    b. More than twice as many men voted in 1828 as in 1824.
    c. He entered office promising to restore government to the people and remove power from the hands of the eastern elite.
    d. He was obsessed with the idea of punishing his political enemies.
    e. He ran on the platform of removing Indians to western territories.

     

     

    ANS:  E                    DIF:    Moderate       REF:   Page 419

    OBJ:   Analyze the main diplomatic achievements of the Monroe Doctrine.

    TOP:   President Jackson (V.H)                 MSC:  Evaluating

     

    ESSAY

     

    1. Discuss the concept of the “Era of Good Feelings,” paying particular attention to the state of the nation after the War of 1812.

     

    ANS:

    Answer will vary.

     

    1. Although there was much resistance to the First Bank of the United States, by the end of the War of 1812, there was significant support for chartering a successor bank. Examine this development.

     

    ANS:

    Answer will vary.

     

    1. Following the War of 1812, political positions shifted with Republicans supporting many former Federalist ideas, like the banks, and Federalists supporting former Republican programs. Discuss this phenomenon.

     

    ANS:

    Answer will vary.

     

    1. Contrast the expressions of nationalism and sectionalism in the period from 1815 to 1828, and explain which force was dominant in that period.

     

    ANS:

    Answer will vary.

     

    1. In what ways might the foreign policy of this period be called nationalistic?

     

    ANS:

    Answer will vary.

     

    1. Examine the factors contributing to the rise of Jacksonian democracy.

     

    ANS:

    Answer will vary.

     

    1. In what ways did the Supreme Court act as a force for nationalism in this period?

     

    ANS:

    Answer will vary.

     

    1. What factors led to the decline of the first party system?

     

    ANS:

    Answer will vary.

     

    1. Discuss the causes and results of the Panic of 1819.

     

    ANS:

    Answer will vary.

     

    1. Detail the Missouri Compromise of 1820. Discuss the various obstacles that needed to be solved in order to complete the deal.

     

    ANS:

    Answer will vary.

     

    1. What led to the development of the Monroe Doctrine, and how did President Monroe transmit his ideas to the American people?

     

    ANS:

    Answer will vary.

     

    1. Discuss the election of 1824. Be sure to include all of the candidates, details of the campaign itself, the outcome, and the political controversy after the election.

     

    ANS:

    Answer will vary.

     

    1. Much has been made of the “corrupt bargain.” Explain the events in question and discuss the merits of such a deal.

     

    ANS:

    Answer will vary.

     

    1. How might one account for the rise of Andrew Jackson to victory in the election of 1828?

     

    ANS:

    Answer will vary.

     

    MATCHING

     

    Match each description with the item below.

    CHAPTER 25: THE GREAT DEPRESSION, 1929-1939

     

    TRUE/FALSE

     

    1. Although the New Deal initiatives produced mixed results, they halted the economic downturn and provided the foundation for a system of federal social welfare programs.

     

    ANS:  T                    DIF:    Easy               REF:   Page 1126

    OBJ:   Recognize the lasting effects of the New Deal legislation.

    TOP:   The New Deal under Fire (III)

     

    1. Early in his presidency, Roosevelt ended Prohibition.

     

    ANS:  T                    DIF:    Easy               REF:   Page 1117

    OBJ:   Summarize the immediate challenges facing Franklin Delano Roosevelt in March 1933.

    TOP:   The Federal Budget (II.I)

     

    1. By executive decree, Roosevelt reorganized all federal farm credit agencies into the Farm Credit Administration.

     

    ANS:  T                    DIF:    Easy               REF:   Page 1121

    OBJ:   Summarize the immediate challenges facing Franklin Delano Roosevelt in March 1933.

    TOP:   Agricultural Assistance (II.O)

     

    1. The Civilian Conservation Corps addressed the problem of overcharging by doctors and others in

    the medical and health professions.

     

    ANS:  F                    DIF:    Moderate       REF:   Page 1118

    OBJ:   Recognize the lasting effects of the New Deal legislation.

    TOP:   The CCC (II.L)

     

    1. John Steinbeck’s The Grapes of Wrath told of Wall Street businessmen brought to their knees after Black Tuesday.

     

    ANS:  F                    DIF:    Easy               REF:   Page 1130

    OBJ:   Describe the major cultural changes of the 1930s.

    TOP:   Literature and the Depression (III.F)

     

    1. The Agricultural Adjustment Administration required farmers to donate surplus crops and livestock to feed the poor.

     

    ANS:  F                    DIF:    Moderate       REF:   Page 1121

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   Agricultural Assistance (II.O)

     

    1. By 1935, the National Recovery Administration had become unpopular.

     

    ANS:  T                    DIF:    Moderate       REF:   Page 1120

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   Reviving the Industrial Sector (II.N)

     

    1. Franklin Roosevelt made black civil rights a major priority, ordering that New Deal programs not practice racial discrimination.

     

    ANS:  F                    DIF:    Easy               REF:   Page 1128

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   African Americans and the New Deal (III.B)

     

    1. Eleanor Roosevelt was a shy person who shunned attention, but she did much work behind the scenes to raise support for her husband’s New Deal.

     

    ANS:  F                    DIF:    Easy               REF:   Page 1125

    OBJ:   Describe the major cultural changes of the 1930s.          TOP:   Eleanor Roosevelt (II.R)

     

    1. The Bonus Expeditionary Force was organized to secure the U.S.–Mexico border.

     

    ANS:  F                    DIF:    Moderate       REF:   Page 1110

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   Farmers and Veterans in Protest (I.G)

     

    1. The Wagner Act helped dramatically boost union membership.

     

    ANS:  T                    DIF:    Moderate       REF:   Page 1138

    OBJ:   Recognize the lasting effects of the New Deal legislation.

    TOP:   The Wagner Act (IV.B)

     

    1. FDR called the Social Security Act the “supreme achievement” of the New Deal.

     

    ANS:  T                    DIF:    Moderate       REF:   Page 1138

    OBJ:   Recognize the lasting effects of the New Deal legislation.

    TOP:   Social Security (IV.C)

     

    1. The Fair Labor Standards Act forbade racial discrimination in hiring.

     

    ANS:  F                    DIF:    Difficult         REF:   Page 1145

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   A Slumping Economy (IV.H)

     

    1. Despite the New Deal, full recovery from the Depression did not come until the crisis of World

    War II.

     

    ANS:  T                    DIF:    Moderate       REF:   Page 1146

    OBJ:   Recognize the lasting effects of the New Deal legislation.

    TOP:   A Halfway Revolution (IV.J)

     

    1. Herbert Hoover refused to involve the government in efforts to relieve the effects of economic depression.

     

    ANS:  F                    DIF:    Difficult         REF:   Page 1106

    OBJ:   Recognize the lasting effects of the New Deal legislation.

    TOP:   Hoover’s Efforts at Recovery (I.A)

     

    MULTIPLE CHOICE

     

    1. All of the following is true of the National Youth Administration EXCEPT:
    a. it provided part-time employment to students
    b. it was part of the Works Progress Administration
    c. it set up technical training programs
    d. it was the parent organization for the Civilian Conservation Corps
    e. it provided Richard Nixon with a job

     

     

    ANS:  D                    DIF:    Difficult         REF:   Page 1128

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   African Americans and the New Deal (III.B)                  MSC:  Applying

     

    1. In 1932, how many people were unemployed in America?
    a. 25 million d. 40 million
    b. 35 million e. 50 million
    c. 15 million  

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 1109

    OBJ:   Summarize the immediate challenges facing Franklin Delano Roosevelt in March 1933.

    TOP:   Rising Criticism of Hoover (I.E)     MSC:  Remembering

     

    1. Hoover’s early efforts to end the Depression included:
    a. cutbacks in public works, to shore up the public treasury
    b. a stricter credit policy by the Federal Reserve, to stop the flow of “easy money” available for speculation
    c. an increase in aid to farmers, to allow them to produce more
    d. extending federal loans to individuals
    e. asking businessmen to maintain wages and avoid layoffs, in order to keep purchasing power strong

     

     

    ANS:  E                    DIF:    Difficult         REF:   Page 1107

    OBJ:   Summarize the immediate challenges facing Franklin Delano Roosevelt in March 1933.

    TOP:   Hoover’s Efforts at Recovery (I.A)           MSC:              Remembering

     

    1. At the outset of his presidency, to deal with the banking crisis, Roosevelt:
    a. pushed through a bank bailout bill worth more than $7 billion
    b. used his emergency powers to nationalize the banking industry
    c. put strict limits on the issuance of paper currency
    d. ordered the Federal Reserve Board to lower interest rates
    e. declared a bank holiday, shutting the banks down briefly

     

     

    ANS:  E                    DIF:    Easy               REF:   Page 1115

    OBJ:   Summarize the immediate challenges facing Franklin Delano Roosevelt in March 1933.

    TOP:   Banking Regulation (II.G)              MSC:  Remembering

     

    1. The main purpose of the Civilian Conservation Corps was to:
    a. train young men for the Army Corps of Engineers
    b. provide work relief for young men
    c. give young women an opportunity to earn money for higher education
    d. promote conservation practices by the general public
    e. build environmental education projects at the first national parks

     

     

    ANS:  B                    DIF:    Moderate       REF:   Page 1118

    OBJ:   Summarize the immediate challenges facing Franklin Delano Roosevelt in March 1933.

    TOP:   The CCC (II.L)                               MSC:  Analyzing

     

    1. The goal of the Agricultural Adjustment Act of 1933 was to raise farm income mainly through:
    a. cutbacks in production
    b. intensive farming
    c. a government takeover of the commodity trade in Chicago
    d. state and federal subsidies
    e. marketing quotas

     

     

    ANS:  A                    DIF:    Easy               REF:   Page 1121

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   Agricultural Assistance (II.O)         MSC:  Applying

     

    1. The literary work that best captured the ordeal of the Depression was The Grapes of Wrath by:
    a. Lucy Mercer d. William Faulkner
    b. Margaret Mitchell e. John Steinbeck
    c. Paul Muni  

     

     

    ANS:  E                    DIF:    Easy               REF:   Page 1130

    OBJ:   Describe the major cultural changes of the 1930s.

    TOP:   Literature and the Depression (III.F)                                          MSC:   Remembering

     

    1. The Dust Bowl can be associated with:
    a. large migrations from the impacted area to the Atlantic coast
    b. terrible storms that plagued the Great Basin
    c. a severe blow to farmers in Illinois, Ohio, and Wisconsin
    d. the blowing away of millions of acres of topsoil
    e. a movie made by the Works Progress Administration filmmaker Ansel Adams

     

     

    ANS:  D                    DIF:    Difficult         REF:   Page 1121

    OBJ:   Summarize the immediate challenges facing Franklin Delano Roosevelt in March 1933.

    TOP:   Dust Bowl Migrants (II.P)               MSC:  Remembering

     

    1. To earn the federal payments for reducing crops:
    a. tenants and sharecroppers had to stick with lucrative staples such as cotton
    b. farmers had to let fields go idle for three years in a row
    c. many landowners kicked off black tenants in favor of whites
    d. farmers often starved because they were not allowed to grow even small vegetable gardens
    e. many landowners took their leased lands out of production

     

     

    ANS:  E                    DIF:    Moderate       REF:   Page 1121

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   Agricultural Assistance (II.O)         MSC:  Remembering

     

    1. This organization sought to set workplace standards, such as child labor restrictions:
    a. Agricultural Adjustment Act d. Works Progress Administration
    b. Federal Emergency Relief Association e. Civilian Conservation Corps
    c. National Recovery Association  

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 1121

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   Reviving the Industrial Sector (II.N)                                          MSC:   Remembering

     

    1. Codes of fair practice were part of:
    a. Federal Deposit Insurance Corporation d. Public Works Administration
    b. Home Owners Loan Corporation e. Workers Progress Administration
    c. National Recovery Association  

     

     

    ANS:  C                    DIF:    Difficult         REF:   Page 1120

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   Reviving the Industrial Sector (II.N)                                          MSC:   Remembering

     

    1. Huey Long:
    a. developed a program called the Share-the-Wealth Society
    b. founded the National Union for Social Justice
    c. challenged FDR for the Democratic presidential nomination in 1936
    d. complained that the New Deal had gone too far by infringing on “the rights of persons and property”
    e. called Social Security a “socialistic share-the-wealth program”

     

     

    ANS:  A                    DIF:    Moderate       REF:   Page 1134

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   Huey Long (III.I)                            MSC:  Remembering

     

    1. Who served as secretary of agriculture under FDR?
    a. Henry Morgenthau d. John Maynard Keynes
    b. Arthur Laffer e. Henry A. Wallace
    c. Milton Friedman  

     

     

    ANS:  E                    DIF:    Moderate       REF:   Page 1121

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   Agricultural Assistance (II.O)         MSC:  Remembering

     

    1. The fair practices codes of the NRA did all of the following EXCEPT:
    a. prohibit child labor
    b. establish minimum wages of $13 per week
    c. set a forty-hour workweek
    d. break up large corporations
    e. establish minimum wages of $12 per week in the South

     

     

    ANS:  D                    DIF:    Easy               REF:   Page 1120

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   Reviving the Industrial Sector (II.N)                                          MSC:   Applying

     

    1. All of the following were objectives of the Tennessee Valley Authority EXCEPT:
    a. the production of cheap electric power
    b. opening rivers to boats and barges
    c. flood control
    d. soil conservation and forestry
    e. the development of Smoky Mountain National Park

     

     

    ANS:  E                    DIF:    Easy               REF:   Page 1123

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   The Tennessee Valley Authority (II.Q)                           MSC:  Applying

     

    1. One drawback of the Tennessee Valley Authority was that:
    a. a drought could cause electricity rates to increase
    b. it forced people to move if their land was needed for dams and lakes
    c. Tennessee became one of the most polluted states in the nation
    d. it put all of the private power companies in the South out of business
    e. Alabama refused to accept “socialized electricity”

     

     

    ANS:  B                    DIF:    Easy               REF:   Page 1123

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   The Tennessee Valley Authority (II.Q)                           MSC:  Applying

     

    1. The greatest failure of the New Deal was its inability to:
    a. restore economic prosperity and end record levels of unemployment
    b. end segregation
    c. be duplicated in Europe
    d. prevent World War II
    e. end partisan politics

     

     

    ANS:  A                    DIF:    Moderate       REF:   Page 1147

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   A Halfway Revolution (IV.J)         MSC:  Remembering

     

    1. Franklin D. Roosevelt:
    a. was born into a family of sharecroppers
    b. was twice elected governor of Georgia
    c. was permanently disabled after contracting polio
    d. supported the continuation of Prohibition
    e. was a graduate of the Naval Academy

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 1113

    OBJ:   Describe the major cultural changes of the 1930s.          TOP:   “Trial by Fire” (II.B)

    MSC:  Applying

     

    1. Just before his election to the presidency in 1932, Franklin D. Roosevelt was serving as:
    a. secretary of state
    b. vice president
    c. governor of New York
    d. national chairman of the Democratic party
    e. professor at West Point

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 1111

    OBJ:   Describe the major cultural changes of the 1930s.          TOP:   The 1932 Election (I.H)

    MSC:  Remembering

     

    1. Whose campaign song was “Happy Days Are Here Again”?
    a. Alfred Smith d. Eugene Debs
    b. Franklin D. Roosevelt e. Theodore Roosevelt
    c. Herbert Hoover  

     

     

    ANS:  B                    DIF:    Easy               REF:   Page 1111

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   The 1932 Election (I.H)                  MSC:  Remembering

     

    1. In November 1930:
    a. Democrats won a majority in the House of Representatives
    b. Herbert Hoover won a second term as president, but by a very small margin
    c. Republicans won a majority in the House of Representatives
    d. Herbert Hoover was soundly defeated by Franklin D. Roosevelt
    e. the House of Representatives, Senate, and presidency remained in the hands of the incumbent parties

     

     

    ANS:  A                    DIF:    Moderate       REF:   Page 1109

    OBJ:   Describe the major cultural changes of the 1930s.

    TOP:   Rising Criticism of Hoover (I.E)     MSC:  Remembering

     

    1. In the case of Norris v. Alabama, the Supreme Court:
    a. upheld the state’s Democratic white primary
    b. overturned a state law restricting the sale of petroleum products beyond certain quotas
    c. upheld Alabama’s claim that the Scottsboro Boys were not entitled to public defenders
    d. dealt a major blow to FDR’s New Deal
    e. ruled that the systematic exclusion of blacks from juries denied Scottsboro defendants equal protection of the law

     

     

    ANS:  E                    DIF:    Moderate       REF:   Page 1129

    OBJ:   Describe the major cultural changes of the 1930s.

    TOP:   Court Cases and Civil Liberties (III.C)                            MSC:  Remembering

     

    1. The 1937 economic slump was caused in part by:
    a. a sharp decrease in government spending
    b. a sharp rise in private spending
    c. the huge government deficit
    d. the repeal of the Revenue Act of 1935
    e. the announcement that Social Security payroll taxes would be postponed

     

     

    ANS:  A                    DIF:    Easy               REF:   Page 1144

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   A Slumping Economy (IV.H)         MSC:  Applying

     

    1. Richard Wright:
    a. led the conservative outcry against New Deal business regulation
    b. starred in the original version of Scarface
    c. wrote Native Son, a story of racial prejudice
    d. was the outspoken head of the Farm Security Administration
    e. was the economist who originally dreamed up Social Security

     

     

    ANS:  C                    DIF:    Easy               REF:   Page 1131

    OBJ:   Describe the major cultural changes of the 1930s.

    TOP:   Literature and the Depression (III.F)                                          MSC:   Remembering

     

    1. The Marx Brothers:
    a. came up with the most revolutionary theory in the history of labor relations
    b. consisted of Curly, Larry, and Moe
    c. produced some of the most serious dramatic films of the thirties
    d. typified the German communists at work in Detroit’s unions
    e. produced plotless masterpieces of irreverent satire

     

     

    ANS:  E                    DIF:    Easy               REF:   Pages 1132-1133

    OBJ:   Describe the major cultural changes of the 1930s.          TOP:   Popular Culture (III.G)

    MSC:  Remembering

     

    1. Eleanor Roosevelt:
    a. primarily played the role of White House hostess
    b. had more influence than her husband in shaping New Deal policies
    c. was an official member of FDR’s cabinet
    d. was especially supportive of women, blacks, and youth
    e. became most famous for her “fireside chats”

     

     

    ANS:  D                    DIF:    Easy               REF:   Page 1126

    OBJ:   Describe the major cultural changes of the 1930s.          TOP:   Eleanor Roosevelt (II.R)

    MSC:  Remembering

     

    1. Who was known as “Kingfish”?
    a. Charles Coughlin d. Francis Townsend
    b. Theodore Roosevelt e. Alfred Smith
    c. Huey Long  

     

     

    ANS:  C                    DIF:    Easy               REF:   Page 1133

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   Huey Long (III.I)                            MSC:  Remembering

     

    1. Charles E. Coughlin:
    a. was the “radio priest” d. wrote Uncle Tom’s Cabin
    b. headed the Tennessee Valley Authority e. ran on the Union ticket with Huey Long
    c. headed the Bureau of Indian Affairs  

     

     

    ANS:  A                    DIF:    Moderate       REF:   Page 1134

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   Father Coughlin (III.K)                   MSC:  Remembering

     

    1. In the case of Schechter Poultry Corporation v. United States, the Supreme Court:
    a. overturned the Farm Credit Act
    b. overturned the National Industrial Recovery Act
    c. decided that Schechter was involved in interstate, not local, trade
    d. upheld the constitutionality of the second Agricultural Adjustment Act
    e. said that the Agricultural Adjustment Act was unconstitutional

     

     

    ANS:  B                    DIF:    Moderate       REF:   Page 1136

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   Opposition from the Court (III.L)   MSC:  Remembering

     

    1. Like Huey Long, Charles Coughlin:
    a. appealed to people who had lost the most during the Great Depression
    b. emphasized tax breaks for big business
    c. was involved in the creation of a fascist dictatorship
    d. called for unadulterated free-market capitalism
    e. was involved in closing down Wall Street brokerage firms

     

     

    ANS:  A                    DIF:    Easy               REF:   Page 1135

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   Father Coughlin (III.K)                   MSC:  Remembering

     

    1. Which programs helped people refinance their mortgages at lower interest rates so as to avoid bankruptcy?
    a. Workers Progress Administration d. Home Owners Loan Corporation
    b. Civilian Conservation Corps e. Securities and Exchange Commission
    c. National Recovery Association  

     

     

    ANS:  D                    DIF:    Difficult         REF:   Page 1119

    OBJ:   Summarize the immediate challenges facing Franklin Delano Roosevelt in March 1933.

    TOP:   Saving Homes (II.M)                                 MSC:              Applying

     

    1. The National Labor Relations Act:
    a. was upheld by the Supreme Court in United States v. Butler
    b. gave jobs to several thousand unemployed miners
    c. was often called the Wagner Act
    d. was struck down by the Supreme Court in 1935
    e. gave employers the right to control union activities

     

     

    ANS:  C                    DIF:    Easy               REF:   Page 1138

    OBJ:   Summarize the immediate challenges facing Franklin Delano Roosevelt in March 1933.

    TOP:   The Wagner Act (IV.B)                  MSC:  Remembering

     

    1. Who headed the Works Progress Administration (WPA) at its creation in 1935?
    a. Frances Perkins d. Hugh Johnson
    b. John Nance Garner e. Harry Hopkins
    c. Henry Wallace  

     

     

    ANS:  E                    DIF:    Easy               REF:   Page 1137

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   The WPA (IV.A)                            MSC:  Remembering

     

    1. Which of the following statements about the Social Security Act is NOT true?
    a. It was, according to Roosevelt, the “supreme achievement” of the New Deal.
    b. It committed the national government to a broad range of welfare activities.
    c. It provided old-age pensions.
    d. It was based on a progressive tax that took a larger percentage of higher incomes.
    e. It was a regressive tax that pinched the poor more than the rich.

     

     

    ANS:  D                    DIF:    Easy               REF:   Page 1140

    OBJ:   Recognize the lasting effects of the New Deal legislation.

    TOP:   Social Security (IV.C)                     MSC:  Applying

     

    1. Which of the following refused to apply for a Social Security card?
    a. Alfred Smith d. Eugene Debs
    b. Herbert Hoover e. Franklin D. Roosevelt
    c. Theodore Roosevelt  

     

     

    ANS:  B                    DIF:    Moderate       REF:   Page 1140

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   Social Security (IV.C)                     MSC:  Remembering

     

    1. The Revenue Act of 1935 (sometimes called the Wealth-Tax Act):
    a. provided for a regressive tax
    b. increased federal revenue significantly and thus helped finance the New Deal
    c. raised taxes on incomes above $50,000
    d. created a more equal distribution of wealth in America
    e. was an FDR response to Long’s “soak-the-rich tax”

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 1140

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   Taxing the Rich (IV.D)                   MSC:  Remembering

     

    1. During the presidential election of 1936:
    a. African Americans voted overwhelmingly Republican for the first time since Reconstruction
    b. Republicans won most of the western farm vote and almost upset Roosevelt
    c. Republicans hoped that third-party candidates might split the Democratic vote and throw the election to them
    d. Socialist and Communist candidates together received over 2 million votes
    e. Roosevelt’s illness put vice-presidential candidate Harry Truman in the spotlight

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 1142

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   Roosevelt’s Second Term (IV.F)    MSC:  Applying

     

    1. Conservatives lambasted the Social Security Act as:
    a. an unfair tax d. tyrannical
    b. communistic e. fascism
    c. pure socialism  

     

     

    ANS:  D                    DIF:    Difficult         REF:   Page 1140

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   Social Security (IV.C)                     MSC:  Remembering

     

    1. Which is true of the 1936 presidential election?
    a. FDR was reelected, but Republicans made big gains in Congress.
    b. Huey Long ran one of the strongest third-party campaigns in history.
    c. FDR defeated Alf Landon in a landslide.
    d. Concerns over the coming war in Europe dominated the campaign.
    e. FDR won every state but Texas.

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 1143

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   Roosevelt’s Second Term (IV.F)    MSC:  Applying

     

    1. During the 1936 election, Roosevelt wound up carrying every state except:
    a. Maine and Ohio d. New Jersey and Florida
    b. Iowa and Vermont e. Texas and Utah
    c. Maine and Vermont  

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 1143

    OBJ:   Recognize the lasting effects of the New Deal legislation.

    TOP:   Roosevelt’s Second Term (IV.F)    MSC:  Remembering

     

    1. In early 1937, FDR proposed to reform the Supreme Court by:
    a. requiring justices to retire at age 70
    b. adding up to six additional members
    c. removing justices appointed by previous presidents
    d. making justices regularly run for election
    e. requiring Senate confirmation hearings

     

     

    ANS:  B                    DIF:    Moderate       REF:   Page 1143

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   The Court-Packing Plan (IV.G)       MSC:  Remembering

     

    1. Roosevelt’s court-packing scheme became unnecessary when:
    a. the Supreme Court ruled that the president, and not Congress, has authority to adjust the number of justices
    b. the Supreme Court agreed to an extension of the number of justices
    c. Congress removed cases involving the New Deal from the Supreme Court’s jurisdiction
    d. the Supreme Court began reversing previous judgments and upholding the New Deal
    e. he began using executive orders to circumvent the Supreme Court

     

     

    ANS:  D                    DIF:    Moderate       REF:   Page 1143

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   The Court-Packing Plan (IV.G)       MSC:  Applying

     

    1. The “sit-down strike” was used successfully in 1937 by:
    a. black workers d. automobile workers
    b. southern workers e. western miners
    c. steel workers  

     

     

    ANS:  D                    DIF:    Difficult         REF:   Page 1141

    OBJ:   Describe the major cultural changes of the 1930s.

    TOP:   A New Direction for Unions (IV.E)                                           MSC:   Remembering

     

    1. Labor’s new direction in the late 1930s was toward:
    a. decentralization of union organization d. the Republican party
    b. industrial unions e. craft unions
    c. women in unions  

     

     

    ANS:  B                    DIF:    Difficult         REF:   Page 1141

    OBJ:   Describe the major cultural changes of the 1930s.

    TOP:   A New Direction for Unions (IV.E)                                           MSC:   Remembering

     

    1. The Farm Security Administration:
    a. administered the Agricultural Adjustment Act of 1938 (the “Second AAA”)
    b. offered loans to marginal farmers (so they could avoid falling into tenancy) and to tenant farmers (so they could purchase their own farms)
    c. provided federal subsidies for the expansion of large farms
    d. established educational programs to teach farmers new agricultural methods
    e. concentrated on rehabilitating devastated soils on the Great Plains

     

     

    ANS:  B                    DIF:    Easy               REF:   Page 1144

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   A Slumping Economy (IV.H)         MSC:  Remembering

     

    1. By the end of 1937, which group had coalesced against the New Deal?
    a. African Americans d. Populist party members
    b. liberal Democrats e. a bipartisan conservative bloc
    c. all western Democrats  

     

     

    ANS:  E                    DIF:    Easy               REF:   Page 1146

    OBJ:   Recognize the lasting effects of the New Deal legislation.

    TOP:   A Halfway Revolution (IV.J)         MSC:  Remembering

     

    1. The conservative Democratic opposition to the New Deal in the late 1930s:
    a. was heaviest in the South
    b. succeeded in removing three of Roosevelt’s cabinet members
    c. supported plans to replace Roosevelt with Henry Wallace as the Democratic presidential candidate in 1936
    d. supported plans to replace Roosevelt with Huey Long as the Democratic presidential candidate in 1936
    e. was heaviest in New England

     

     

    ANS:  A                    DIF:    Easy               REF:   Page 1146

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   A Halfway Revolution (IV.J)         MSC:  Remembering

     

    1. The Fair Labor Standards Act of 1938:
    a. set a minimum wage of 40¢ an hour
    b. protected workers’ right to form unions
    c. was declared unconstitutional by the Supreme Court
    d. required equal pay for female workers
    e. prohibited the employment of children under the age of twelve

     

     

    ANS:  A                    DIF:    Moderate       REF:   Page 1145

    OBJ:   Examine how the New Deal expanded the federal government’s authority.

    TOP:   A Slumping Economy (IV.H)         MSC:  Remembering

     

    1. In 1939, Franklin Roosevelt for the first time presented:
    a. the Social Security Act d. no new reform programs that year
    b. the Fair Labor Standards Act e. the National Recovery Administration
    c. the Civil Conservation Corps  

     

     

    ANS:  D                    DIF:    Moderate       REF:   Page 1145

    OBJ:   Explain why the New Deal drew criticism from both conservatives and liberals.

    TOP:   Setbacks for the President (IV.I)     MSC:  Applying

     

    1. During the elections of 1938:
    a. Roosevelt was defeated in his bid for reelection
    b. Roosevelt’s attempts to “purge” the Democratic party were largely unsuccessful
    c. Republicans won control of the House and the Democrats kept a majority of only two in the Senate
    d. Republicans won control of the Senate and Democrats kept a majority of only two in the House
    e. Roosevelt’s decision to run for a third time led to Republicans calling him a fascist

     

     

    ANS:  B                    DIF:    Moderate       REF:   Page 1145

    OBJ:   Recognize the lasting effects of the New Deal legislation.

    TOP:   Setbacks for the President (IV.I)     MSC:  Analyzing

    a.

    was a nationalist chief justice
    b. was an advocate of compromise as an effective political tool
    c. won the second most popular votes in the 1824 presidential election
    d. was president at the end of the War of 1812
    e. wrote the South Carolina Exposition and Protest
    f. introduced amendment to ban slavery from Missouri
    g. led the war against the Seminoles in Florida
    h. was the presidential candidate in 1824 from Georgia
    i. presided over the “Era of Good Feelings”

    CHAPTER 16: THE ERA OF RECONSTRUCTION 1865-1877

     

    TRUE/FALSE

     

    1. The South emerged from the Civil War with a strong, diversified economy.

     

    ANS:  F                    DIF:    Easy               REF:   Page 703

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   The War’s Aftermath in the South (I)

     

    1. The Freedmen’s Bureau was the first federal experiment in providing assistance directly to people rather than to states.

     

    ANS:  F                    DIF:    Moderate       REF:   Page 706

    OBJ:   Assess the extent to which blacks functioned as citizens in the reconstructed South.

    TOP:   The Freedmen’s Bureau (II.D)

     

    1. President Johnson’s plan to restore the Union closely resembled Lincoln’s.

     

    ANS:  T                    DIF:    Moderate       REF:   Page 711

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   Johnson’s Plan (II.H)

     

    1. The Fourteenth Amendment recognized the validity of Confederate debts.

     

    ANS:  F                    DIF:    Easy               REF:   Page 713

    OBJ:   Examine the main issues in national politics in the 1870s.

    TOP:   Johnson versus the Radicals (II.J)

     

    1. After the House of Representatives impeached President Johnson, the Senate failed to convict him by just one vote.

     

    ANS:  T                    DIF:    Moderate       REF:   Page 718

    OBJ:   Examine the main issues in national politics in the 1870s.

    TOP:   Impeaching the President (II.O)

     

    1. The Fifteenth Amendment freed the slaves.

     

    ANS:  F                    DIF:    Easy               REF:   Page 718

    OBJ:   Examine the main issues in national politics in the 1870s.

    TOP:   Republican Rule in the South (II.P)

     

    1. The most popular religious denomination among blacks in the postwar South was Baptist.

     

    ANS:  T                    DIF:    Easy               REF:   Page 721

    OBJ:   Assess the extent to which blacks functioned as citizens in the reconstructed South.

    TOP:   Black Churches and Schools (III.B)

     

    1. Scalawags were generally Republicans native to the South who had opposed secession.

     

    ANS:  T                    DIF:    Moderate       REF:   Page 726

    OBJ:   Characterize the response of white southerners to the end of the old order in the South.

    TOP:   “Carpetbaggers” and “Scalawags” (III.F)

     

    1. Democrats generally favored “sound” or “hard” monetary policies.

     

    ANS:  F                    DIF:    Moderate       REF:   Page 733

    OBJ:   Examine the main issues in national politics in the 1870s.         TOP:    The Money Supply (IV.C)

     

    1. Despite winning the popular vote in 1876, Samuel Tilden lost the presidency.

     

    ANS:  T                    DIF:    Easy               REF:   Page 738

    OBJ:   Examine the main issues in national politics in the 1870s.

    TOP:   The Contested Election of 1877 (IV.H)

     

    1. Waving “the bloody shirt” meant referring to the Civil War and the southern rebellion in order to discredit political opponents.

     

    ANS:  T                    DIF:    Easy               REF:   Page 738

    OBJ:   Understand why Reconstruction ended in 1877.

    TOP:   The Contested Election of 1877 (IV.H)

     

    1. In the Compromise of 1877, Republicans promised to withdraw the last federal troops from the South.

     

    ANS:  T                    DIF:    Easy               REF:   Page 740

    OBJ:   Examine the main issues in national politics in the 1870s.

    TOP:   The Contested Election of 1877 (IV.H)

     

    MULTIPLE CHOICE

     

    1. Emancipation had what impact on the South?
    a. It ended cotton cultivation throughout the region.
    b. It left the South’s agricultural economy in disarray.
    c. It resulted in the immediate rebound of tobacco production.
    d. It eliminated racial prejudice in many states.
    e. It encouraged reconciliation with the North.

     

     

    ANS:  B                    DIF:    Difficult         REF:   Page 704

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   The War’s Aftermath in the South (I)                              MSC:  Applying

     

    1. Which of the following was NOT a task of the Freedmen’s Bureau?
    a. negotiating labor contracts d. arming the freedmen
    b. providing medical care e. distributing food
    c. setting up schools  

     

     

    ANS:  D                    DIF:    Moderate       REF:   Page 706

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   The Freedmen’s Bureau (II.D)        MSC:  Applying

     

    1. Under Lincoln’s plan for Reconstruction:
    a. loyal governments appeared in five states, but Congress refused to recognize them
    b. loyal governments were recognized by Congress in three southern states
    c. 10 percent of elected officials in a state had to be black
    d. 10 percent of the 1860 voters had to take an oath of allegiance to the Union
    e. leading Confederates would be sent to prison

     

     

    ANS:  D                    DIF:    Moderate       REF:   Page 705

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   Lincoln’s Plan (II.A)                       MSC:  Applying

     

    1. Why did congressional Republicans write the Wade-Davis Manifesto?
    a. to proclaim their strong support of President Lincoln’s Reconstruction policies
    b. to warn the South of a second Civil War if it did not grant full civil rights to the freedmen
    c. to protest Lincoln’s veto of the Wade-Davis Bill and accuse Lincoln of exceeding his constitutional authority
    d. to express their opinion that the South deserved lenient terms to rejoin the Union
    e. to accuse England of meddling in the Civil War

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 706

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   The Wade-Davis Bill (II.C)             MSC:  Understanding

     

    1. Lincoln’s assassin, John Wilkes Booth:
    a. supported the Radical Republicans d. shot him during a speech
    b. used a high-powered rifle e. was a pro-Confederate actor
    c. was never apprehended  

     

     

    ANS:  E                    DIF:    Easy               REF:   Page 709

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   Death of a President (II.G)             MSC:  Remembering

     

    1. Lincoln’s successor, Andrew Johnson:
    a. was a pro-Union southerner
    b. supported black equality
    c. supported the interests of southern planters
    d. was Lincoln’s equal in political skill
    e. tried to repeal the Thirteenth Amendment

     

     

    ANS:  A                    DIF:    Moderate       REF:   Page 710

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   Johnson’s Plan (II.H)                                MSC:              Remembering

     

    1. Why was Johnson picked as Lincoln’s running mate in 1864?
    a. They were both lifelong Republicans.
    b. They held identical political positions.
    c. They agreed on the need for strict terms to readmit southern states into the Union.
    d. As a gesture of unity, they combined to create a National Union ticket.
    e. Johnson and Lincoln had already served together in the Illinois state government.

     

     

    ANS:  D                    DIF:    Moderate       REF:   Page 710

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   Johnson’s Plan (II.H)                                MSC:              Understanding

     

    1. Johnson’s Reconstruction plan:
    a. completely repudiated Lincoln’s
    b. would restore the Union fairly quickly
    c. gave the vote to all black men
    d. aimed to keep elite planters in power
    e. would leave the South completely unchanged

     

     

    ANS:  B                    DIF:    Moderate       REF:   Page 711

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   Johnson’s Plan (II.H)                                MSC:              Applying

     

    1. Johnson’s Proclamation of Amnesty excluded:
    a. everybody with taxable property worth more than $20,000
    b. the freedmen
    c. the small farmers
    d. the British
    e. northern industrialists

     

     

    ANS:  A                    DIF:    Moderate       REF:   Page 711

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   Johnson’s Plan (II.H)                                MSC:              Applying

     

    1. When, in late 1865, the former Confederate states sent a number of ex-Confederates to Congress, the Unionists in Congress:
    a. denied them their seats
    b. shunned them socially
    c. gave them only minor committee assignments
    d. sincerely welcomed them
    e. called them traitors

     

     

    ANS:  A                    DIF:    Easy               REF:   Page 712

    OBJ:   Characterize the response of white southerners to the end of the old order in the South.

    TOP:   The Radicals Rebel (II.I)                MSC:  Remembering

     

    1. The “black codes” enacted by southern legislatures:
    a. were accepted by Congress
    b. showed the South’s spirit of conciliation
    c. tried to restore white supremacy
    d. proved the success of Johnson’s Reconstruction plan
    e. forbade blacks to marry

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 714

    OBJ:   Assess the extent to which blacks functioned as citizens in the reconstructed South.

    TOP:   Black Codes (II.K)                         MSC:  Applying

     

    1. Southern efforts to re-create a society that looked similar to the Confederacy had what political impact?
    a. Slavery became legal once more.
    b. The Fourteenth Amendment was repealed.
    c. The Democratic party ceased to function.
    d. President Johnson was removed from office.
    e. Moderate Republicans moved to support Radical Republicans’ Reconstruction policies.

     

     

    ANS:  E                    DIF:    Difficult         REF:   Page 714

    OBJ:   Assess the extent to which blacks functioned as citizens in the reconstructed South.

    TOP:   Black Codes (II.K)                         MSC:  Understanding

     

    1. The Radical Republicans understood that essential to maintaining Republican control of the federal government was:
    a. a quick restoration of the Union
    b. continued military occupation of the South
    c. close cooperation with President Johnson
    d. pardons for ex-Confederates
    e. the right of ex-slaves to vote

     

     

    ANS:  E                    DIF:    Moderate       REF:   Page 714

    OBJ:   Characterize the response of white southerners to the end of the old order in the South.

    TOP:   Black Codes (II.K)                         MSC:  Applying

     

    1. Why did Radical Republicans want to disenfranchise former Confederates?
    a. To make the South a northern colony
    b. To ensure the South would never rejoin the Union
    c. To keep former Confederates from electing Democrats eager to restore the old southern ruling class to power
    d. To facilitate a complete national reconciliation that included both southern whites and blacks
    e. To anger President Lincoln

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 714

    OBJ:   Characterize the response of white southerners to the end of the old order in the South.

    TOP:   Debates over Political Reconstruction (II)                       MSC:  Analyzing

     

    1. The main issue that caused the dispute between Congress and President Johnson was
    a. Johnson’s role in Lincoln’s assassination
    b. Johnson’s past service as a Confederate soldier
    c. a growing conflict of opinion over Reconstruction policy
    d. Congress’s insistence that Johnson stole the presidency
    e. the House’s impeachment of Johnson

     

     

    ANS:  C                    DIF:    Difficult         REF:   Page 717

    OBJ:   Characterize the response of white southerners to the end of the old order in the South.

    TOP:   Impeaching the President (II.O)      MSC:  Understanding

     

    1. President Johnson fully broke with Congress in 1866 when he:
    a. made a drunken appearance in public
    b. spoke in favor of the black codes
    c. released Jefferson Davis from prison
    d. vetoed the Civil Rights Act
    e. addressed the Radicals in profane language

     

     

    ANS:  D                    DIF:    Easy               REF:   Page 713

    OBJ:   Characterize the response of white southerners to the end of the old order in the South.

    TOP:   Johnson versus the Radicals (II.J)  MSC:  Remembering

     

    1. Why did the Radical-led Congress pass the Civil Rights Act of 1866?
    a. It was a response to the black codes and the neo-slavery system created by unrepentant southern legislatures.
    b. It was to foster national reconciliation and genuine feelings of patriotism among all Americans.
    c. It was part of a plan to ease the requirements on the readmission of southern states to the Union.
    d. It enjoyed the support of President Johnson.
    e. Southern states requested the bill to clarify the rights of their citizens before rejoining the Union.

     

     

    ANS:  A                    DIF:    Difficult         REF:   Pages 713-714

    OBJ:   Characterize the response of white southerners to the end of the old order in the South.

    TOP:   Black Codes (II.K)                         MSC:  Understanding

     

    1. The 1866 congressional elections:
    a. showed public approval of Johnson’s policies
    b. gave Republicans veto-proof majorities
    c. encouraged the South to be even more defiant
    d. were the first in which blacks could vote
    e. reduced the influence of the Radicals

     

     

    ANS:  B                    DIF:    Difficult         REF:   Page 715

    OBJ:   Characterize the response of white southerners to the end of the old order in the South.

    TOP:   Johnson versus the Radicals (II.M) MSC:  Applying

     

    1. The Military Reconstruction Act:
    a. was overturned by the Supreme Court
    b. showed the decline of Radical power
    c. required new state constitutions in the South
    d. removed federal troops from the South
    e. wiped out the black codes

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 716

    OBJ:   Characterize the response of white southerners to the end of the old order in the South.

    TOP:   Congress Takes Charge (II.N)         MSC:  Remembering

     

    1. Johnson violated the Tenure of Office Act when:
    a. he named to his cabinet someone that had not been confirmed by the Senate
    b. he named his brother to serve as a federal judge
    c. he fired his vice president
    d. he tried to remove one of his cabinet members without Senate permission
    e. he failed to deliver the State of the Union address in 1866

     

     

    ANS:  D                    DIF:    Moderate       REF:   Page 717

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   Impeaching the President (II.O)      MSC:  Applying

     

    1. Andrew Johnson was
    a. impeached and immediately removed from office
    b. threatened with impeachment but never actually impeached
    c. impeached by the Supreme Court
    d. impeached, then imprisoned
    e. impeached by the House but not convicted by the Senate

     

     

    ANS:  E                    DIF:    Moderate       REF:   Page 718

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   Impeaching the President (II.O)      MSC:  Applying

     

    1. What was the main reason Congress impeached Andrew Johnson?
    a. corruption
    b. violation of the Tenure of Office Act
    c. sexual misconduct
    d. tax evasion
    e. illegal trafficking in slavery

     

     

    ANS:  B                    DIF:    Moderate       REF:   Page 717

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   Impeaching the President (II.O)      MSC:  Understanding

     

    1. All of the following statements about the Fifteenth Amendment are true EXCEPT:
    a. Mississippi, Texas, and Virginia ratified it before being readmitted
    b. it forbade the states to deny any person the vote on grounds of “race, color, or previous condition of servitude”
    c. Congress rescinded Georgia’s readmission and insisted it ratify the amendment before regaining its readmission
    d. Kentucky did not ratify it
    e. it ended slavery

     

     

    ANS:  E                    DIF:    Moderate       REF:   Page 718

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states. | Assess the extent to which blacks functioned as citizens in the reconstructed South. | Examine the main issues in national politics in the 1870s.                      TOP:   Republican Rule in the South (II.P)

    MSC:  Applying

     

    1. The main purpose of the Union League was to:
    a. organize groups of Republicans in the South
    b. terrorize ex-Confederates
    c. acquire land for Union veterans
    d. defy Radical Reconstruction
    e. organize black laborers for higher wages

     

     

    ANS:  A                    DIF:    Moderate       REF:   Page 721

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   Politics and African Americans (III.C)                            MSC:  Remembering

     

    1. Why did service in the Union army or navy benefit many freedmen?
    a. It offered training on how to kill former Confederates.
    b. It instilled a respect for the former Confederacy.
    c. It opened a secret supply of weapons for planned rebellions.
    d. It provided training in leadership and alerted them to new opportunities in economic advancement and civic leadership.
    e. It offered a quicker avenue to true racial equality.

     

     

    ANS:  D                    DIF:    Difficult         REF:   Page 720

    OBJ:   Assess the extent to which blacks functioned as citizens in the reconstructed South.

    TOP:   Freed but Not Equal (III.A)            MSC:  Understanding

     

    1. During Reconstruction, African Americans:
    a. passively awaited developments d. terrorized their former masters
    b. attempted to establish schools e. refused to work for wages
    c. normally joined integrated churches  

     

     

    ANS:  B                    DIF:    Moderate       REF:   Page 721

    OBJ:   Assess the extent to which blacks functioned as citizens in the reconstructed South.

    TOP:   Black Churches and Schools (III.B)                                           MSC:   Remembering

     

    1. All of the following are true about African American involvement in the political arena during Reconstruction EXCEPT:
    a. their lack of education and inexperience in politics put them at a disadvantage
    b. within a few years of the end of the Civil War, former slaves were voting in large numbers
    c. several African Americans were elected as governors
    d. few African Americans served as judges
    e. in the new state governments, African American participation was a novelty

     

     

    ANS:  C                    DIF:    Moderate       REF:   Pages 721-722

    OBJ:   Assess the extent to which blacks functioned as citizens in the reconstructed South.

    TOP:   Politics and African Americans (III.C)                            MSC:  Applying

     

    1. Most carpetbaggers were:
    a. corrupt and greedy d. Union veterans
    b. illiterate e. former Confederates
    c. wealthy business owners  

     

     

    ANS:  D                    DIF:    Easy               REF:   Page 725

    OBJ:   Characterize the response of white southerners to the end of the old order in the South.

    TOP:   “Carpetbaggers” and “Scalawags” (III.F)                         MSC:  Remembering

     

    1. Most scalawags were white southerners who had:
    a. owned slaves
    b. served in the Union army
    c. changed their minds about race relations
    d. become educated
    e. opposed secession

     

     

    ANS:  E                    DIF:    Easy               REF:   Page 726

    OBJ:   Characterize the response of white southerners to the end of the old order in the South.

    TOP:   “Carpetbaggers” and “Scalawags” (III.F)                         MSC:  Remembering

     

    1. The Radical state governments in the South did all the following EXCEPT:
    a. construct railroads d. build roads and bridges
    b. cut taxes e. provide opportunities for ex-slaves
    c. establish public schools  

     

     

    ANS:  B                    DIF:    Moderate       REF:   Page 729

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   The Legacy of Republican Rule (III.H)                           MSC:  Applying

     

    1. Many former Confederates resented the new state constitutions imposed by Radical Republicans because:
    a. all former Confederates were denied the right to vote
    b. their provisions allowed for black voting and civil rights
    c. former Confederates were uniformly banned from holding any public office
    d. their provisions granted universal female suffrage
    e. state governments were dismantled and replaced by direct federal administration

     

     

    ANS:  B                    DIF:    Difficult         REF:   Page 729

    OBJ:   Distinguish among the different approaches to the Reconstruction of the Confederate states.

    TOP:   The Legacy of Republican Rule (III.H)                           MSC:  Analyzing

     

    1. In South Carolina, the fact that lower-class whites enjoyed unprecedented political power under Radical Republican rule:
    a. generated unexpected support for Radical Reconstruction among southern white elites
    b. resulted in a rebellion that overthrew the reconstructed South Carolina state government
    c. enabled the state legislature to reinstitute legal slavery
    d. helped keep corruption from becoming a problem in the state government
    e. led many former Confederate leaders to oppose the Radical state legislature

     

     

    ANS:  E                    DIF:    Difficult         REF:   Page 729

    OBJ:   Assess the extent to which blacks functioned as citizens in the reconstructed South.

    TOP:   The Legacy of Republican Rule (III.H)                           MSC:  Applying

     

    1. Ulysses S. Grant:
    a. was elected president in 1868 despite the heavily black Democratic vote
    b. brought confidence and honesty to a national government torn by Reconstruction
    c. brought little political experience and judgment to the presidency
    d. pushed for civil service reform throughout his presidency
    e. was nominated by both major parties in the 1868 election

     

     

    ANS:  C                    DIF:    Difficult         REF:   Page 731

    OBJ:   Examine the main issues in national politics in the 1870s.         TOP:    The Election of 1868 (IV.A)

    MSC:  Applying

     

    1. Advocates of “soft-money,” or paper, currency:
    a. tended to be merchants and bankers
    b. saw economic benefits in price inflation
    c. urged the elimination of greenbacks
    d. dominated the Grant administration
    e. wanted to cancel the national debt

     

     

    ANS:  B                    DIF:    Difficult         REF:   Page 733

    OBJ:   Examine the main issues in national politics in the 1870s.         TOP:    The Money Supply (IV.C)

    MSC:  Applying

     

    1. “Hard-money” advocates argued that government war bonds should be:
    a. paid off in gold d. canceled
    b. paid off in copper e. handed out to Union veterans
    c. paid off in greenbacks  

     

     

    ANS:  A                    DIF:    Moderate       REF:   Page 733

    OBJ:   Examine the main issues in national politics in the 1870s.         TOP:    The Money Supply (IV.C)

    MSC:  Remembering

     

    1. Jay Gould and James Fisk triggered a scandal with their scheme to:
    a. embezzle public funds d. sell damaged goods to the Indians
    b. create a railroad monopoly e. bribe members of Congress
    c. corner the gold market  

     

     

    ANS:  C                    DIF:    Easy               REF:   Pages 731-732

    OBJ:   Examine the main issues in national politics in the 1870s.         TOP:    Scandals (IV.B)

    MSC:  Remembering

     

    1. By the time President Grant took office, southern resistance to Reconstruction efforts had:
    a. dissipated
    b. led to a withdrawal of federal financial support
    c. turned violent
    d. taken on a peaceful approach
    e. renewed the Civil War

     

     

    ANS:  C                    DIF:    Moderate       REF:   Page 735

    OBJ:   Examine the main issues in national politics in the 1870s.         TOP:    White Terror (IV.F)

    MSC:  Remembering

     

    1. The primary objective of the Ku Klux Klan was:
    a. national unity
    b. upholding southern honor
    c. starting a new civil war
    d. oppressing blacks and white Republicans
    e. raising money for Confederate widows

     

     

    ANS:  D                    DIF:    Moderate       REF:   Page 729

    OBJ:   Characterize the response of white southerners to the end of the old order in the South. | Assess the extent to which blacks functioned as citizens in the reconstructed South.

    TOP:   Southern Resistance and White “Redemption” (II.G)      MSC:  Remembering

     

    1. In response to the Klan, President Grant:
    a. did nothing d. ordered the army to crush it
    b. endorsed their activities e. tried to protect black rights
    c. created a special federal police force  

     

     

    ANS:  E                    DIF:    Moderate       REF:   Page 736

    OBJ:   Characterize the response of white southerners to the end of the old order in the South. | Assess the extent to which blacks functioned as citizens in the reconstructed South. | Examine the main issues in national politics in the 1870s.                      TOP:   White Terror (IV.F)

    MSC:  Applying

     

    1. The Liberal Republicans:
    a. supported Grant
    b. were controlled by Grant
    c. backed Radical Reconstruction
    d. were a faction of southern ex-Whigs
    e. opposed Grant

     

     

    ANS:  E                    DIF:    Moderate       REF:   Page 734

    OBJ:   Examine the main issues in national politics in the 1870s.         TOP:    Liberal Republicans (IV.E)

    MSC:  Remembering

     

    1. All of the following are reasons why Republicans lost control in the South EXCEPT:
    a. electoral fraud
    b. white supremacist violence
    c. the Panic of 1873
    d. the growing weakness of Grant’s administration
    e. black voters switched to support the Democrats

     

     

    ANS:  E                    DIF:    Moderate       REF:   Page 737

    OBJ:   Characterize the response of white southerners to the end of the old order in the South. | Examine the main issues in national politics in the 1870s.

    TOP:   Southern “Redeemers” (IV.G)        MSC:  Remembering

     

    1. Why didn’t President Grant seek a third term in 1876?
    a. He was restricted by the Constitution to two terms.
    b. His wife did not want him to run again.
    c. He felt he was too old.
    d. In 1875, he acknowledged that many Republicans had lost confidence in his leadership.
    e. His alcoholism was revealed to the public.

     

     

    ANS:  D                    DIF:    Moderate       REF:   Page 738

    OBJ:   Examine the main issues in national politics in the 1870s.

    TOP:   The Contested Election of 1877 (IV.H)                           MSC:  Understanding

     

    1. When the votes were first counted in the 1876 presidential election:
    a. no candidate had an Electoral College majority
    b. Hayes led Tilden in popular votes
    c. it was clear that a clean election had occurred
    d. the Democrats immediately conceded defeat
    e. the Supreme Court ordered a new election

     

     

    ANS:  A                    DIF:    Moderate       REF:   Page 738

    OBJ:   Examine the main issues in national politics in the 1870s.

    TOP:   The Contested Election of 1877 (IV.H)                           MSC:  Remembering

     

    1. On what issue did the Democratic and Republican presidential candidates largely agree during the 1876 campaign?
    a. keeping federal troops stationed in the South
    b. allowing states the right to secede
    c. protecting black civil rights as a top priority
    d. relaxing federal authority in the South
    e. supporting universal female suffrage

     

     

    ANS:  D                    DIF:    Moderate       REF:   Page 738

    OBJ:   Examine the main issues in national politics in the 1870s.

    TOP:   The Contested Election of 1877 (IV.H)                           MSC:  Applying

     

    1. The Compromise of 1877:
    a. gave the White House to Tilden
    b. ended the North–South division
    c. protected the civil rights of ex-slaves
    d. ended Reconstruction
    e. kept federal troops in the Deep South

     

     

    ANS:  D                    DIF:    Easy               REF:   Page 740

    OBJ:   Examine the main issues in national politics in the 1870s.

    TOP:   The Contested Election of 1877 (IV.H)                           MSC:  Remembering

     

    1. Why did southern Democrats agree to the Compromise of 1877?
    a. It gave the Democrats the White House for the first time since before the Civil War.
    b. It permitted the Democrats to gain control of the Senate.
    c. It ensured the last federal troops would be withdrawn from the South.
    d. It restored slavery.
    e. It recognized the rights of states to secede.

     

     

    ANS:  C                    DIF:    Difficult         REF:   Page 740

    OBJ:   Examine the main issues in national politics in the 1870s.

    TOP:   The Contested Election of 1877 (IV.H)                           MSC:  Understanding

     

    1. What happened after the end of Reconstruction?
    a. The freedmen remained a powerful force in southern politics.
    b. Women filled the power vacuum that Reconstruction had created.
    c. The South embarked on a path toward rapid industrial development.
    d. The protections of black civil rights crumbled under the pressure of restored white rule and unfavorable Supreme Court decisions.
    e. The majority of blacks migrated out of the South.

     

     

    ANS:  D                    DIF:    Difficult         REF:   Page 740

    OBJ:   Understand why Reconstruction ended in 1877.

    TOP:   The End of Reconstruction (IV.I)   MSC:  Applying

     

    1. What was the most significant enduring legacy of Reconstruction?
    a. the creation of true social equality in the South
    b. the eradication of southern black poverty
    c. the passage of the Thirteenth, Fourteenth, and Fifteenth Amendments
    d. the redistribution of wealth in the South
    e. the eradication of sectional differences

     

     

    ANS:  C                    DIF:    Difficult         REF:   Page 741

    OBJ:   Understand why Reconstruction ended in 1877.

    TOP:   Reconstruction’s Significance (V)  MSC:  Applying

     

    ESSAY

     

    1. What were the major problems facing the nation in April 1865? What factors stood in the way of a solution to those problems?

     

    ANS:

    Answer will vary.

     

    1. Describe the plans for Reconstruction offered by Abraham Lincoln, Andrew Johnson, and Congress. What was the goal of each plan? How did each plan propose to accomplish its goal?

     

    ANS:

    Answer will vary.

     

    1. What problems did blacks in the South face after emancipation? What attempts did the government make to solve these problems?

     

    ANS:

    Answer will vary.

     

    1. What were the major economic issues between 1868 and 1876?

     

    ANS:

    Answer will vary.

     

    1. How was the contested election of 1876 decided? Describe the political, racial, and sectional effects of the decision.

     

    ANS:

    Answer will vary.

     

    1. Describe the development in the North as a result of the Civil War. What effect did the absence of southern members of Congress have on the economic agenda of northern Republicans?

     

    ANS:

    Answer will vary.

     

    1. Discuss the nature of intransigence in the South after the Civil War. How did this intransigence affect moderate Republicans in Congress?

     

    ANS:

    Answer will vary.

     

    1. Explain the Fourteenth Amendment and how it was received throughout the country.

     

    ANS:

    Answer will vary.

     

    1. Discuss the impeachment of President Johnson. What was the basis of the charges, and how did the impeachment end?

     

    ANS:

    Answer will vary.

     

    1. Describe the reign of white terror during Reconstruction and how Congress reacted to the violence.

     

    ANS:

    Answer will vary.

     

    MATCHING

     

    Match each description with the item below.

    a. was a northern free black and Union soldier who was elected lieutenant governor of Louisiana
    b. was a senator from Massachusetts, a leading Radical Republican
    c. asked that the Fifteenth Amendment be modified to include women
    d. was secretary of war under Johnson until 1867
    e. was a black Mississippi native elected to the Senate
    f. was a senator from Kansas who cast the deciding vote in favor of acquittal at Johnson’s trial
    g. was the Democratic presidential candidate in 1876
    h. opposed Grant in 1872 presidential election
    i. was the former vice president of the Confederacy elected to the U.S. Senate representing Georgia in 1865
    j. his would-be assassin got cold feet and wound up tipsy in the hotel bar

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