TEST BANK for American Destiny Narrative of a Nation (Combined Volume 1 & 2) CONCISE FOURTH EDITION by digitaldownload87

TEST BANK for American Destiny Narrative of a Nation (Combined Volume 1 & 2) CONCISE FOURTH EDITION

American Destiny, 4e (Carnes) Chapter 1 Alien Encounters: Europe in the Americas 1.1 Multiple Choice Questions 1) Columbus and other early explorers searched for a direct all-water route to Asia because they A) hoped to gain easier access to highly valued Asian goods. B) could help western Europe win the Crusades against the Muslims. C) could prove that the earth was round rather than flat. D) thought Japan and China were rich and not the poor countries Marco Polo described. Answer: A (p. 14) Topic: Columbus’s Great Triumph—and Error Skill: Conceptual 2) The map “European Voyages of Discovery,” depicts the 1497–1499 journey around Africa by which of the following? A) da Gama B) Cabot C) Cartier D) Magellan Answer: A (p. 15) Topic: Columbus’s Great Triumph—and Error Skill: Factual 3) Prince Henry the Navigator of Portugal was noted for A) voyaging to the area of Brazil long before Columbus. B) sponsoring the slave trade which brought so much profit to his nation. C) discovering the southern tip of Africa. D) improving and codifying navigational knowledge in order to find a route to Asia. Answer: D (pp. 15–16) Topic: Columbus’s Great Triumph—and Error Skill: Conceptual 4) When Columbus landed in America, the chief reason that he thought he had landed in “the Indies” was A) the ease with which the natives understood his language. B) his discovery of the place of the Grand Khan. C) his firm belief that he had sailed far enough westward to reach them. D) the plants there were similar to those in Asia. Answer: C (p. 16) Topic: Columbus’s Great Triumph—and Error Skill: Conceptual

5) By the Treaty of Tordesillas (1494), Spain had authority to exploit all of A) North and South America except Brazil. B) Africa and the Middle East except Egypt. C) South America except Colombia. D) North America and Central America, but not South America. Answer: A (p. 17) Topic: Spain’s American Empire Skill: Factual 6) Your textbook describes Spain’s American empire as A) treating the Indians as equals by establishing joint ventures with them. B) seeing the Americas as lands of opportunity and freedom, yet fearing other countries might introduce slavery. C) failing totally to transplant Spanish culture in the Americas. D) trying to implant Spanish civilization and introduce Christianity, but also committing unprovoked aggression. Answer: D (p. 18) Topic: Spain’s American Empire Skill: Conceptual 7) In the 1670s thousands of Pueblo rebelled to drive the A) Spanish from New Mexico. B) Portuguese out of Brazil. C) Spanish from Florida. D) French out of Texas. Answer: A (p. 20) Topic: Extending Spain’s Empire to the North Skill: Factual 8) When discussing the question of the terrible decimation of the Native American peoples after 1500, your text concludes that most deaths resulted from A) European diseases. B) intertribal warfare. C) modern weaponry. D) extermination of traditional game. Answer: A (p. 20) Topic: Disease and Population Losses Skill: Conceptual

9) The exploration and exploitation of the Americas in the sixteenth century was dominated by A) Holland. B) Spain. C) England. D) France. Answer: B (p. 24) Topic: Spain’s European Rivals Skill: Factual 10) One of the major reasons the Protestant Reformation succeeded was that A) Italian merchants realized it made fewer financial demands on them than Catholicism. B) political figures could use its challenge to Rome’s spiritual authority in order to increase their power. C) the Catholic church was beset by papal luxury and bureaucratic corruption. D) it encouraged democratic revolutions to overthrow monarchies throughout Europe. Answer: C (p. 24) Topic: The Protestant Reformation Skill: Conceptual 11) The king who brought the Protestant Reformation to England by declaring himself head of the English Church in order to divorce his first wife was A) Charles V. B) Henry VIII. C) James I. D) Richard III. Answer: B (p. 25) Topic: The Protestant Reformation Skill: Factual 12) The bold captain encouraged by Queen Elizabeth I to plunder Spanish merchant ships on the high seas was A) Martin Frobisher. B) Sir Walter Raleigh. C) Humphrey Gilbert. D) Francis Drake. Answer: D (p. 26) Topic: English Beginnings in America Skill: Factual

13) Spain could no longer block English entry into the New World because of the A) Treaty of Castile with Philip II of Spain. B) success of Walter Raleigh’s colony at Roanoke Island. C) English destruction of the invading Spanish Armada. D) collapse of Spanish settlements in what became New England. Answer: C (p. 26) Topic: English Beginnings in America Skill: Conceptual 14) In arguing for royal assistance for English colonization, Richard Hakluyt stressed the A) military advantages of building forts to threaten Spanish treasure fleets. B) likelihood of settling religious dissenters and criminals in the New World. C) possibilities of jointly exploiting the New World with Spain. D) need to prevent Dutch expansion. Answer: A (p. 26) Topic: English Beginnings in America Skill: Conceptual 15) According to your text, the organizing force in the effort to found English colonies came from A) Protestant reformers. B) Queen Elizabeth. C) political reformers. D) merchant capitalists. Answer: D (p. 27) Topic: English Beginnings in America Skill: Conceptual 16) The earliest British colonies were initially financed by A) Elizabeth I. B) joint-stock companies. C) James I. D) Protestant dissenters. Answer: B (p. 27) Topic: The Settlement of Virginia Skill: Factual

17) The most direct motive of the London Company in securing its charter was A) providing for religious freedom. B) spreading Christianity. C) relieving unemployment in England. D) making money. Answer: D (p. 27) Topic: The Settlement of Virginia Skill: Factual 18) A serious problem in the early years of Jamestown was the A) lack of pioneering skills among the settlers. B) religious strife between Protestants and Catholics. C) loss of life from constant Spanish raids. D) exclusive focus on public improvements and farming. Answer: A (p. 27) Topic: The Settlement of Virginia Skill: Conceptual 19) The eventual success of the Virginia settlement depended largely upon the A) overthrow of Captain John Smith’s dictatorial leadership. B) negotiation of peace treaties with the Native Americans. C) voluntary withdrawal of the London merchants from involvement in the colony’s affairs. D) cultivation of tobacco. Answer: D (p. 28) Topic: The Settlement of Virginia Skill: Conceptual 20) Initially, the Powhatan Native Americans reacted to the Virginia colonists by A) helping them survive. B) worshipping them as gods. C) eagerly accepting their religion. D) rapidly adopting their technology. Answer: A (p. 29) Topic: The Settlement of Virginia Skill: Conceptual

21) Between 1606 and 1622, the London Company, which established the Virginia Colony, A) was one of the most profitable trading companies ever established. B) sent out thousands of settlers, more than half of whom died. C) invested very little money in the project but guided it effectively. D) populated the colony with convicts and paupers. Answer: B (p. 29) Topic: The Settlement of Virginia Skill: Conceptual 22) In 1624, the charter of the London Company was A) renewed. B) revoked. C) initiated. D) renegotiated. Answer: B (p. 29) Topic: The Settlement of Virginia Skill: Factual 23) Puritans objected to the way Queen Elizabeth I’s bishops interpreted the Protestant doctrine of predestination because the bishops argued that A) the morality of individual behavior on earth had no effect on God’s decision about a person’s salvation. B) people who knew they were saved need not be bound by earthly laws. C) a person’s efforts to lead a good life might cause God to change His mind and save a person who was previously damned. D) the correctness of an individual’s religious beliefs had no effect on whether a person was saved or damned. Answer: C (p. 30) Topic: “Purifying” the Church of England Skill: Conceptual 24) The Pilgrims left England primarily because they A) were expelled from England by the government. B) believed the Church of England was too corrupt to save. C) wanted to form a profitable trading company. D) wanted to establish a colony where everyone could have freedom of religion. Answer: B (p. 31) Topic: Bradford and Plymouth Colony Skill: Conceptual

25) The Mayflower Compact was an early example of the idea that A) a society should be based on a set of rules chosen by its members. B) a colony should treat the Native Americans honestly and fairly. C) the colonists needed to have a financial stake in their success. D) toleration of all religions is a foundation of American society. Answer: A (p. 31) Topic: Bradford and Plymouth Colony Skill: Conceptual 26) The religious dissenters who established Plymouth colony were the A) Ranters. B) Quakers. C) Puritans. D) Pilgrims. Answer: D (p. 31) Topic: Bradford and Plymouth Colony Skill: Factual 27) Many Puritans left England around 1630 to settle in Massachusetts Bay because A) Jamestown and Plymouth were economically successful. B) Anglican cleric William Laud was removing ministers with Puritan sympathies and tightening his centralized control of the church. C) they read about the amazing fertility of the land and decided they would gain great wealth overnight. D) Anglican cleric William Laud ordered them to forfeit their property or leave. Answer: B (p. 33) Topic: Winthrop and Massachusetts Bay Colony Skill: Conceptual 28) According to the leaders of the Massachusetts Bay Colony, the inspiration for their organization stemmed from A) a proclamation by Queen Elizabeth I. B) the Mayflower Compact. C) a treaty with the natives. D) the divine. Answer: D (p. 33) Topic: Winthrop and Massachusetts Bay Colony Skill: Conceptual

29) The first governor of the Massachusetts Bay Colony was A) Edward Winslow. B) William Bradford. C) John Smith. D) John Winthrop. Answer: D (p. 33) Topic: Winthrop and Massachusetts Bay Colony Skill: Factual 30) The Puritan commonwealth of Massachusetts Bay was characterized by A) true and complete democracy. B) practical democracy. C) communal holding of land. D) toleration for all religions. Answer: B (p. 34) Topic: Winthrop and Massachusetts Bay Colony Skill: Conceptual 31) To whom was William Bradford referring to when he described someone possessed with “many precious parts, but very unsettled in judgment”? A) Ignatius Loyola B) John Winthrop C) Roger Williams D) Anne Hutchinson Answer: C (p. 34) Topic: Troublemakers: Roger Williams and Anne Hutchinson Skill: Conceptual 32) Rhode Island, distinguished for its religious freedom and rigid separation of church and state, was founded by A) Roger Williams. B) Thomas Hooker. C) William Bradford. D) John Winthrop. Answer: A (p. 34) Topic: Troublemakers: Roger Williams and Anne Hutchinson Skill: Factual

33) She was banished from Massachusetts for claiming that she regularly received divine insights. A) Betty Sewall B) Anne Bradstreet C) Eliza Pinckney D) Anne Hutchinson Answer: D (p. 35) Topic: Troublemakers: Roger Williams and Anne Hutchinson Skill: Factual 34) In the proprietary colony, the proprietor’s income resulted primarily from A) profits gained from trading with the Native Americans. B) annual rents from lands granted to settlers. C) import and export duties paid by the colonists. D) payments from the monarchy. Answer: B (p. 37) Topic: Maryland and the Carolinas Skill: Factual 35) The colony founded as a religious refuge for Catholics was A) Rhode Island. B) New Jersey. C) Virginia. D) Maryland. Answer: D (p. 37) Topic: Maryland and the Carolinas Skill: Factual 36) The religion of Maryland’s colonists was A) partly Protestant, but a large majority were Catholic. B) almost entirely Puritan. C) partly Catholic, but a large majority were Protestant. D) almost entirely Catholic. Answer: C (p. 37) Topic: Maryland and the Carolinas Skill: Factual

37) The colony whose charter was a grandiose plan, written with the help of political philosopher John Locke and designed to recreate a hereditary nobility and feudal society was A) New York. B) Maryland. C) New Jersey. D) Carolina. Answer: D (p. 37) Topic: Maryland and the Carolinas Skill: Factual 38) ________ traders were most likely to see Indians as essential trading partners. A) Dutch B) English C) French D) Spanish Answer: C (p. 38) Topic: French and Dutch Settlements Skill: Factual 39) New York was an English colony because the English A) planted a colony there before any other colonizing power. B) immigrants to the area gradually overwhelmed foreign interests. C) captured the area from the Dutch. D) defeated the French in the War of Spanish Succession. Answer: C (p. 39) Topic: The Middle Colonies Skill: Conceptual 40) The Quakers’ religious beliefs were based on A) submission to governmental authority. B) a hierarchical society led by a hereditary nobility. C) an educated and ordained ministry. D) direct, mystical experience of religious truth. Answer: D (p. 39) Topic: The Middle Colonies Skill: Conceptual

41) The proprietor of the colony founded as a haven for Quakers was A) Lord Baltimore. B) William Penn. C) John Oriole. D) Sir John Colleton. Answer: B (p. 40) Topic: The Middle Colonies Skill: Factual 42) Which of the following did NOT contribute to the success of the colony of Pennsylvania? A) the presence of settled colonies on all sides B) fertile soil C) William Penn’s tireless promotion D) the democratic political system put in place by William Penn Answer: D (p. 40) Topic: The Middle Colonies Skill: Conceptual 43) Except possibly for the Spanish friars, most Europeans considered the Native Americans to be A) contemptible heathens. B) their equals in every way. C) people who should be left alone and uncontaminated by European civilization. D) ideal converts to Christianity. Answer: A (p. 40) Topic: Cultural Collisions Skill: Conceptual 44) The attitude of most Native Americans toward their environment can be seen in the way they A) feared Satan’s control of nature. B) obeyed God’s command to dominate and subdue nature. C) diverted rivers, cleared fields, and built roads. D) allowed the wilderness to remain pristine. Answer: C (p. 41) Topic: Cultural Collisions Skill: Conceptual

45) One source of problems between the Europeans and the Native Americans was the common European misunderstanding of the Native Americans’ A) sharp division of labor between men’s and women’s work. B) common language and culture throughout the hemisphere. C) desire to preserve the environment in its purest state. D) idea of communal land tenure. Answer: D (p. 44) Topic: Cultural Collisions Skill: Conceptual 46) According to your text, the cultural chasm between Europeans and Indians was most evident in the area of A) religion; because the language barrier prevented the “worthy” Indians from being properly converted to Christianity. B) material property; because Europeans could not understand why Indians were so devoted to amassing vast collections of personal property. C) warfare; because Europeans fought in large groups to destroy their enemies, whereas Indians fought more often to display their courage or avenge a wrong. D) gender relations; because Europeans were angered by the fact that Indian women refused to work in the fields. Answer: C (pp. 40–44) Topic: Cultural Collisions Skill: Conceptual 47) Which of the following was domesticated by many tribes to form a staple of their diet and contributed enormously to the success of the English colonies? A) cattle B) corn C) rice D) wheat Answer: B (p. 44) Topic: Cultural Fusions Skill: Factual 48) According to your text, which of the following best describes the relative impact of Native American and European cultures on each other? A) Europeans profited extensively; Native Americans gained nothing. B) The influence of European culture was limited to those tribes in immediate contact with colonies. C) The Europeans and the Indians became interdependent. D) Native American culture had no impact on Europeans, whereas European culture totally transformed Native American societies. Answer: C (p. 45) Topic: Cultural Fusions Skill: Conceptual 12 Copyright © 2012 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

1.2 True/False Questions 49) Columbus was unaware of Marco Polo’s overland journey to Asia in the thirteenth century. Answer: FALSE (p. 15) Topic: Columbus’s Great Triumph—and Error Skill: Factual 50) The Requerimiento was used by Spanish explorers to justify their conquest of the Native Americans. Answer: TRUE (p. 18) Topic: Spain’s American Empire Skill: Conceptual 51) The plants and animals Europeans introduced to the Americas did not have a negative effect on the existing ecosystem. Answer: FALSE (p. 21) Topic: Ecological Imperialism Skill: Factual 52) The colony Roanoke was established by Sir Walter Raleigh. Answer: TRUE (p. 26) Topic: English Beginnings in America Skill: Factual 53) Because he was such a strong opponent of Catholicism, King James I of England authorized a new translation of the Bible. Answer: FALSE (p. 31) Topic: “Purifying” the Church of England Skill: Conceptual 54) Reverend Thomas Hooker led the group that started the colony of Connecticut. Answer: TRUE (p. 35) Topic: Other New England Colonies Skill: Factual 55) In both the Pequot War and King Philip’s War the New England colonists refused to attack Indian villages. Answer: FALSE (p. 36) Topic: Pequot War and King Philip’s War Skill: Conceptual

56) The Dutch claim to the New Netherlands was based on the explorations of Henry Hudson. Answer: TRUE (pp. 38–39) Topic: French and Dutch Settlements Skill: Factual 57) Most Native Americans eagerly adopted European technology. Answer: TRUE (p. 45) Topic: Cultural Fusions Skill: Conceptual 1.3 Essay Questions 58) What were the major characteristics of the Spanish empire in the Americas? (pp. 17–19) Topic: Spain’s American Empire 59) Describe the common characteristics of initial encounters between Europeans and Native Americans. (pp. 40–44) Topic: Cultural Collisions 60) Compare and contrast the colonies of Virginia and Massachusetts Bay in the 17th century. Who were the colonists? Why did they come? How successful were they? (pp. 27–30, 32–34) Topic: The Settlement of Virginia; Winthrop and Massachusetts Bay Colony 61) Explain the major beliefs of the English Puritans. How did their ideas differ from those of the Church of England? (pp. 30–31) Topic: “Purifying” the Church of England 62) Describe the major characteristics of the “Columbian Exchange.” What were its most important results? (pp. 44–45) Topic: Cultural Fusions 1.4 Identification Questions 63) antinomianism A religious doctrine that affirmed that individuals who possessed saving grace were exempt from the rules of good behavior and from the laws of the community. In puritan New England, such beliefs were generally regarded as heresy. (p. 35) Topic: Troublemakers: Roger Williams and Anne Hutchinson Skill: Factual

64) Arminianism A religious doctrine that held that good works and faith could lead to salvation. In puritan New England, this was regarded as heresy akin to Catholicism because it implied that God’s will was contingent on the acts of man. (p. 30) Topic: “Purifying” the Church of England Skill: Factual 65) Columbian Exchange The transfer of plants, animals, and diseases from Europe, Africa, and Asia to and from the Americas after Columbus’s fateful voyage in 1492. (p. 23) Topic: Ecological Imperialism Skill: Factual 66) conquistadores The Spanish term for “conquerors,” specifically the explorers, adventurers, and soldiers who crushed the native peoples of the Americas. (p. 17) Topic: Spain’s American Empire Skill: Factual 67) encomienda system A feudal labor arrangement, imposed in the Spanish colonies of the Americas, by which Spanish settlers were granted a certain number of Indian subjects who were obliged to pay tribute in goods and labor. (p. 18) Topic: Spain’s American Empire Skill: Factual 68) joint-stock companies Businesses in which investors pooled capital for specific purposes, such as conducting trade and founding colonies. Examples include the English joint-stock companies that founded the Virginia, Plymouth, and Massachusetts Bay colonies. (p. 25) Topic: The Protestant Reformation Skill: Factual 69) Mayflower Compact An agreement, signed aboard the Mayflower among the Pilgrims en route to Plymouth Plantation (1620), to establish a body politic and to obey the rules of the governors they chose. (p. 31)

Topic: Bradford and Plymouth Colony Skill: Factual 70) predestination The Calvinist belief, accepted by New England puritans, that God had determined who would receive eternal grace at the dawn of time; nothing people did during their lifetime could alter their prospects of salvation. (p. 30) Topic: “Purifying” the Church of England Skill: Factual

71) Protestant Reformation A religious movement of the sixteenth century initially focused on eliminating corruption in the Catholic Church; but under the influence of theologians Martin Luther and John Calvin, it indicted Catholic theology and gave rise to various denominations that advanced alternative interpretations. (p. 24) Topic: The Protestant Reformation Skill: Factual 72) puritans A term, initially derisive, referring to English religious dissenters who believed that the religious practices and administration of the Church of England too closely resembled those of the Catholic Church; many migrated to Massachusetts Bay after 1630 to establish a religious commonwealth based on the principles of John Calvin and others. (p. 30) Topic: “Purifying” the Church of England Skill: Factual 73) Quakers Adherents of a religious organization founded in England in the 1640s who believed that the Holy Spirit lived in all people; they embraced pacifism and religious tolerance, and rejected formal theology. In the decades after 1670, thousands of Quakers emigrated to New Jersey and Pennsylvania. (p. 39) Topic: The Middle Colonies Skill: Factual 74) Treaty of Tordesillas Negotiated by the pope in 1494, this treaty resolved the territorial claims of Spain and Portugal; in the Western Hemisphere Portugal was granted Brazil, while Spain was granted nearly all of the remaining lands. (p. 17) Topic: Spain’s American Empire Skill: Factual

American Destiny, 4e (Carnes) Chapter 2 American Society in the Making 2.1 Multiple Choice Questions 1) According to your text, the answer to the question, “What is an American?” is that Americans A) were mostly Europeans whose institutions easily fit American conditions. B) have shared a common religious devotion. C) have had faith in democracy and freedom. D) have an identity deeply rooted in their history, but still incomplete and evolving. Answer: D (p. 49) Topic: Do you take risks? Skill: Conceptual 2) Spain’s northern frontier of New Mexico and Texas was characterized by A) creation of a strong Hispanic colony in California by the end of the eighteenth century. B) complete domination of Plains Indians by Spain’s military outposts. C) a total and effective enslavement of the Indians. D) powerful Comanche resistance to the Spanish aided by their use of horses and guns. Answer: D (pp. 49–50) Topic: Society in New Mexico, Texas, and California Skill: Conceptual 3) The map, “Spain’s North American Frontier, c. 1750” shows the northernmost point of Spanish settlement on the Pacific coast was at A) San Francisco. B) Tucson. C) Monterrey. D) San Diego. Answer: A (p. 51) Topic: Society in New Mexico, Texas, and California Skill: Factual 4) Until late in the eighteenth century, the Chesapeake Bay area was characterized by a A) surplus of women settlers. B) well-ordered, church-dominated society. C) remarkably high death rate. D) large number of unmarried widows. Answer: C (p. 53) Topic: The Chesapeake Colonies Skill: Conceptual

5) The map, “English Colonies on the Atlantic Seaboard,” shows that the present state of Vermont was at one time claimed by both A) New York and New Hampshire. B) Maine and Massachusetts. C) France and England. D) England and the Netherlands. Answer: A (p. 53) Topic: The Chesapeake Colonies Skill: Factual 6) The “headright” was commonly used in the southern colonies and some of the middle colonies to A) encourage the development of urban settlements. B) determine the eligibility of a settler for voting and holding office. C) award tracts of land to new arrivals in the colonies. D) provide land for churches. Answer: C (p. 54) Topic: The Lure of Land Skill: Conceptual 7) ________ servants agreed to work for a stated period in return for their transportation to America. A) Journeymen B) Foundling C) Headright D) Indentured Answer: D (p. 55) Topic: The Lure of Land Skill: Factual 8) In 1619 the first African blacks brought to English North America were probably sold in A) Boston. B) Jamestown. C) Plymouth. D) Baltimore. Answer: B (p. 55) Topic: “Solving” the Labor Shortage: Slavery Skill: Factual

9) Slavery of blacks in the British colonies was A) unique, since no other colonial nation had ever enslaved blacks. B) simply copied from the institution of slavery already existing in England. C) restricted to the southern colonies. D) firmly established by laws in Virginia and Maryland at least as early as 1660. Answer: D (p. 55) Topic: “Solving” the Labor Shortage: Slavery Skill: Conceptual 10) One inducement for the shift toward slave labor in the late 1600s was that A) slaves were considerably cheaper than indentured servants. B) indentured servitude was prohibited by Parliament. C) slaves proved to be immune to the diseases which afflicted white indentured servants. D) fewer indentured servants were arriving at the same time that it became easier to import slaves. Answer: D (p. 56) Topic: “Solving” the Labor Shortage: Slavery Skill: Conceptual 11) The great staple of the Virginia colonial economy was A) cotton. B) tobacco. C) indigo. D) sugar cane. Answer: B (p. 57) Topic: Prosperity in a Pipe: Tobacco Skill: Factual 12) The most accurate statement about tobacco during the seventeenth century is that it A) was immediately encouraged by both King James I and the London Company. B) grew on semicleared land, but required a lot of human labor. C) sold so poorly that there was little interest in growing it. D) was initially grown on large, well-manicured fields. Answer: B (p. 58) Topic: Prosperity in a Pipe: Tobacco Skill: Conceptual

13) The primary economic problem for Virginia in the late seventeenth century was A) over-production of tobacco. B) the triangular trade. C) unemployed laborers. D) high cost of slaves. Answer: A (p. 59) Topic: Prosperity in a Pipe: Tobacco Skill: Conceptual 14) Bacon’s Rebellion occurred in A) Pennsylvania. B) Massachusetts. C) South Carolina. D) Virginia. Answer: D (p. 59) Topic: Bacon’s Rebellion Skill: Factual 15) The main supporters of Virginia’s royal governor, Sir William Berkeley, during Bacon’s Rebellion were the A) Virginia Regulators. B) well-established, powerful planters. C) landless freemen. D) western frontier planters. Answer: B (p. 59) Topic: Bacon’s Rebellion Skill: Factual 16) Which of the following brought an end to Bacon’s Rebellion? A) the trial of Nathaniel Bacon B) the execution of Sir William Berkeley C) massive Indian raids on several large plantations D) the arrival of an English naval squadron Answer: D (pp. 59–60) Topic: Bacon’s Rebellion Skill: Conceptual

17) The South Carolina cash crop of indigo A) could be grown side by side with rice in the paddies along the seacoast. B) was resisted by the British woolens industry, which sought to prohibit its production. C) displaced tobacco, which had been an earlier cash crop of the colony. D) was introduced by plantation owner Eliza Lucas. Answer: D (p. 60) Topic: The Carolinas Skill: Conceptual 18) Throughout the colonial era, small-scale manufacturing in the southern colonies was A) more important than agriculture. B) almost nonexistent. C) comparable to that in the northern colonies. D) instrumental in promoting rapid urban growth. Answer: B (p. 60) Topic: The Carolinas Skill: Conceptual 19) Slave labor so dominated the rice plantations of ________ from its founding that by 1730 a majority of its population was black. A) Georgia B) Florida C) Virginia D) South Carolina Answer: D (p. 61) Topic: The Carolinas Skill: Factual 20) Colonial regulations governing the behavior of blacks A) were forced on the colonies by the British. B) were part of each colony’s basic constitution. C) allowed free blacks to vote and serve on juries. D) gave blacks no civil rights and had severe punishments. Answer: D (p. 61) Topic: The Carolinas Skill: Conceptual

21) Which statement about black resistance to slavery is true? A) There was little to no personal violence between blacks and whites because of the deterrent effects of harsh punishments. B) Most runaway slaves were field hands. C) Slaves with valuable skills were treated better and were less likely to run away. D) Organized slave rebellions were infrequent. Answer: D (p. 61) Topic: The Carolinas Skill: Conceptual 22) Formal education for average children in the southern colonies was A) almost nonexistent in their rural society. B) highly developed, with public funding of primary, secondary, and college levels. C) patterned after the village system used in New England. D) not valued, even by the wealthy planter elite. Answer: A (pp. 61–62) Topic: Home and Family in the South Skill: Conceptual 23) The Anglican Church was “established” in certain colonies, which meant that A) every citizen had to pay 10 percent of his or her income to the Anglican Church. B) all laws had to be approved by the church. C) it had the same legal status and privilege as any other religious group. D) its ministers were supported by public funds. Answer: D (p. 62) Topic: Home and Family in the South Skill: Conceptual 24) James Oglethorpe received a charter to establish ________, the final English colony, as a refuge for honest people imprisoned for debt. A) Georgia B) Massachusetts C) Pennsylvania D) South Carolina Answer: A (p. 63) Topic: Georgia and the Back Country Skill: Factual

25) The British government’s primary concern in establishing Georgia was A) gaining commercial profit through royal monopolies. B) allowing prisoners a fresh start in life. C) placing a buffer between South Carolina and Spanish Florida. D) creating a base for raids on Spanish shipping. Answer: C (p. 63) Topic: Georgia and the Back Country Skill: Conceptual 26) In 1771, frontier Regulators from ________, protesting their lack of representation in their colonial assembly, were defeated in a pitched battle with government troops. A) New York B) North Carolina C) Virginia D) Georgia Answer: B (p. 63) Topic: Georgia and the Back Country Skill: Factual 27) Compared to the early colonists in the Chesapeake, those in colonial New England had A) undependable water supplies. B) a far healthier habitat. C) scattered and isolated settlements. D) many more deaths due to malaria. Answer: B (p. 63) Topic: Puritan New England Skill: Conceptual 28) Under the terms of the Halfway Covenant, A) unbaptized church members could receive communion but could not present their own children for baptism. B) only those who could give evidence of God’s grace could become even halfway members of the church. C) halfway members of the church and their children could be baptized, but could not receive communion. D) churches and merchants agreed to meet each other halfway in their dispute over excess profits. Answer: C (p. 65) Topic: Puritan New England Skill: Conceptual

29) The Puritans justified laws requiring church attendance and establishing the death penalty for blaspheming a parent on the grounds that they A) followed the early Christian practices described in the New Testament. B) were based on government’s role as a civil covenant designed to police and maintain social order. C) were intended to create a society which promoted individual religious liberty. D) needed to restore order because of the rampant crime in the colony. Answer: B (p. 65) Topic: Democracies without Democrats Skill: Conceptual 30) As a result of the Glorious Revolution in 1688, ________ became a royal colony in the early 1690s. A) Georgia B) Pennsylvania C) Virginia D) Massachusetts Answer: D (p. 66) Topic: The Dominion of New England Skill: Factual 31) The main evidence presented against the accused witches in Salem Village was the A) sudden increase in birth deformities among livestock. B) frightening total solar eclipse of that year. C) recent and devastating typhoid fever epidemic. D) raving testimony of young girls. Answer: D (pp. 67–68) Topic: Salem Bewitched Skill: Conceptual 32) Which of the following called for the end of the executions of Salem’s “witches” because “it were better that ten witches should escape, than that one innocent person should be condemned”? A) William Phips B) Mary Phips C) Increase Mather D) Cotton Mather Answer: C (p. 68) Topic: Salem Bewitched Skill: Factual

33) The American crop which was easily cultivated, and in the form of liquor was easy to transport and to store, was A) potatoes. B) wheat. C) corn. D) pumpkins. Answer: C (pp. 68–69) Topic: A Merchant’s World Skill: Factual 34) The driving force of the colonial New England economy became A) small textile factories and their workers. B) maritime trade and those engaged in it. C) banking and financial services. D) fishing and whaling. Answer: B (p. 69) Topic: A Merchant’s World Skill: Conceptual 35) Because of their ethnic and religious heterogeneity, the colonies which possessed traits that later would be seen as distinctly “American” were A) the Middle Colonies. B) North and South Carolina. C) Virginia and Maryland. D) the New England colonies. Answer: A (p. 71) Topic: The Middle Colonies: An Intermingling of Peoples Skill: Conceptual 36) In the early eighteenth century, large numbers of ________ Presbyterians immigrated to backcountry Pennsylvania. A) Scots-Irish B) Swedish C) Welsh D) French Answer: A (p. 71) Topic: The Middle Colonies: An Intermingling of Peoples Skill: Factual

37) According to the map, “Ethnic Groups of Eastern North America, 1750,” the group most likely to settle in the backcountry of Pennsylvania were the A) Welsh. B) French. C) Scots-Irish. D) English. Answer: C (p. 72) Topic: The Middle Colonies: An Intermingling of Peoples Skill: Factual 38) Both Leisler’s Rebellion and the “Paxton Boys” uprising A) successfully overthrew existing colonial governments. B) challenged the traditional authority of masters over their slaves. C) led to more women assuming public authority. D) were challenges by outsiders to those who traditionally had power in colonial governments. Answer: D (pp. 73, 76) Topic: Politics of Diversity Skill: Conceptual 39) The New York printer whose trial for seditious libel became one of the most celebrated tests of freedom of the press in the history of journalism was A) James Hamilton. B) John Peter Zenger. C) Benjamin Franklin. D) Jacob Leisler. Answer: B (p. 76) Topic: The Politics of Diversity Skill: Factual 40) The “Paxton Boys” revolt in Pennsylvania A) revealed western dissatisfaction with England. B) was led by German tradesmen. C) revealed western dissatisfaction with the state assembly. D) was led by Benjamin Franklin. Answer: C (p. 76) Topic: The Politics of Diversity Skill: Conceptual

2.2 True/False Questions 41) Throughout most of the seventeenth century, few indentured servants eventually became landowners. Answer: FALSE (p. 55) Topic: The Lure of Land Skill: Conceptual 42) According to the map, “Atlantic Slave Trade, 1451–1870,” the vast majority of enslaved West Africans were brought to Brazil. Answer: TRUE (p. 57) Topic: “Solving” the Labor Shortage: Slavery Skill: Factual 43) By 1740, the economy of South Carolina was based on the cash crop of cotton. Answer: FALSE (p. 60) Topic: The Carolinas Skill: Factual 44) By present standards, life for most families in the colonial South was uncomfortable. Answer: TRUE (p. 61) Topic: Home and Family in the South Skill: Factual 45) As a result of the English Civil War and the execution of Charles I, Edmund Andros ruled England as Lord Protector. Answer: FALSE (p. 66) Topic: The Dominion of New England Skill: Factual 46) According to your text, the only clergyman who effectively opposed the witchcraft trials in Salem Village was Increase Mather. Answer: TRUE (p. 68) Topic: Salem Bewitched Skill: Factual 47) The pattern of overseas trade developed by New England merchants is known as the “triangular trade.” Answer: TRUE (p. 69) Topic: A Merchant’s World Skill: Factual

48) The Middle Colonies experienced frequent conflicts because of the major ethnic differences among the settlers and the lack of economic opportunity. Answer: FALSE (p. 73) Topic: “The Best Poor Man’s Country” Skill: Conceptual 49) In discussing The Crucible, your text notes that the extraordinarily high rate of premarital pregnancy in puritan New England supports the film’s suggestion of an affair between the elderly John Proctor and young Abigail Williams. Answer: FALSE (pp. 74–75) Topic: Re-Viewing the Past: The Crucible Skill: Conceptual 2.3 Essay Questions 50) Chapter Two of your text describes “American Society in the Making.” Describe three specific examples of how the colonies began to emerge as distinctively American in this era. (pp. 48–78) Topic: American Society in the Making 51) Explain the economic, social, and psychological factors that caused Europeans and Americans to enslave Africans. (pp. 55–56) Topic: “Solving” the Labor Shortage: Slavery 52) Compare and contrast the climate, terrain, and native populations encountered by settlers to the various colonies. (pp. 48–78) Topic: American Society in the Making 53) Explain how the Middle Colonies were populated. Discuss how the various ethnic groups related and why there were so few English colonists among the population. (pp. 71–72) Topic: The Middle Colonies: An Intermingling of People 2.4 Identification Questions 54) Bacon’s Rebellion An armed uprising in 1676, led by Nathaniel Bacon, against Virginia governor Sir William Berkeley. Initially the rebels attacked Indian settlements but later moved against Berkeley’s political faction and burned Jamestown, capital of the colony. After Bacon’s death that year, the rebellion collapsed. (p. 59) Topic: Bacon’s Rebellion Skill: Factual

55) Glorious Revolution The peaceful accession of William II, a Protestant, and Queen Mary to the British throne in 1688, ending the Catholic rule of James II. Many colonists rebelled against governors who had been appointed by James II and demanded greater political rights. (p. 66) Topic: The Dominion of New England Skill: Factual 56) Half-Way Covenant A modification of puritan practice, adopted by many Congregational churches during the 1650s and afterwards, that allowed baptized puritans who had not experienced saving grace to acquire partial church membership and receive sacraments. (p. 65) Topic: Visible Puritan Saints and Others Skill: Factual 57) headright A system of land distribution, adopted first in Virginia and later in Maryland, that granted colonists fifty acres for themselves and another fifty for each “head” (or person) they brought with them to the colony. This system was often used in conjunction with indentured servitude to build large plantations and supply them with labor. (p. 54) Topic: The Lure of the Land Skill: Factual 58) indentured servants Individuals working under a form of contract labor that provided them with free passage to America in return for a promise to work for a fixed period, usually seven years. Indentured servitude was the primary labor system in the Chesapeake colonies for most of the seventeenth century. (p. 55) Topic: The Lure of the Land Skill: Factual 59) Leisler’s Rebellion An uprising in 1689, led by Jacob Leisler, that wrested control of New York’s government following the abdication of King James II. The rebellion ended when Leisler was arrested and executed in 1690. (p. 73) Topic: The Politics of Diversity Skill: Factual 60) triangular trade An oversimplified term for the trade among England, its colonies in the Americas, and slave markets in Africa and the Caribbean. (p. 69) Topic: A Merchant’s World Skill: Factual

American Destiny, 4e (Carnes) Chapter 3 America in the British Empire 3.1 Multiple Choice Questions 1) One of the few advantages a colonial governor had in conflicts with his colonial subjects was his A) permanent tenure of office. B) complete freedom to maneuver without restrictions imposed on him by the king. C) financial independence from the colonial legislatures. D) power to summon and dismiss the colonial assembly. Answer: D (p. 80) Topic: The British Colonial System Skill: Conceptual 2) In nearly every colony, the most powerful part of the government tended to be the A) governor. B) governor’s council. C) royal judges. D) colonial legislature. Answer: D (p. 80) Topic: The British Colonial System Skill: Factual 3) The Board of Trade’s power to recommend disallowance of colonial laws was A) used against only a small percentage of the laws which it reviewed. B) theoretical only, since the Crown seldom accepted its recommendation. C) used against more than half of the laws which it reviewed. D) ended by a royal order of 1696 because of the colonists’ petition. Answer: A (pp. 80–81) Topic: The British Colonial System Skill: Conceptual 4) The British government of the American colonies A) was strongly centralized from its very beginning. B) became less effective and centralized from 1660 to 1776. C) never developed an effective, centralized government. D) had little subsequent influence on the development of American government. Answer: C (p. 81) Topic: The British Colonial System Skill: Conceptual

5) The seventeenth-century economic theory which viewed colonies primarily as sources of raw materials is most accurately labeled A) mercantilism. B) protectionism. C) free trade. D) imperialism. Answer: A (p. 81) Topic: Mercantilism Skill: Factual 6) A fundamental goal of mercantilism was to A) obtain raw materials from the mother country rather than from its colonies. B) eliminate obstacles to free trade. C) acquire raw materials from the colonies and have the colonies import manufactured goods from the mother country. D) import manufactured goods from colonies because of their cheap labor supply. Answer: C (p. 81) Topic: Mercantilism Skill: Conceptual 7) Beginning in the 1650s, Parliament tried to prohibit foreign goods and vessels from colonial ports and to channel colonial raw materials to England through the A) Mercantile Acts. B) Colonial Trade Office. C) Board of Trade. D) Navigation Acts. Answer: D (p. 82) Topic: The Navigation Acts Skill: Factual 8) The system of Navigation Acts originated in the 1650s in response to the stiff commercial competition offered by the A) Dutch. B) French. C) Spanish. D) Portuguese. Answer: A (p. 82) Topic: The Navigation Acts Skill: Factual

9) The “enumeration” principle in the Navigation Act of 1660 required that A) at least three-fourths of the total value of colonial products had to be shipped in English vessels. B) certain commodities like sugar, tobacco, and indigo could not be shipped outside the British Empire. C) European goods bound for the colonies had to pass through England on the way. D) all colonial commodities had to be sold to British merchants. Answer: B (p. 82) Topic: The Navigation Acts Skill: Factual 10) Which of the following statements about British restrictions on colonial manufacturing is true? A) The Iron Act of 1750 decimated the American iron industry. B) The primary purpose of the Wool Act was to halt the prosperous American wool industry. C) British restrictions on hat manufacturing had enormous consequences on the colonial economy. D) Besides restrictions on wool, hats, and iron, no other restrictions on colonial manufacturing were imposed. Answer: D (p. 83) Topic: The Navigation Acts Skill: Conceptual 11) In practice, the British mercantile system worked so that the A) colonies’ interests predominated over those of the mother country. B) mother country’s interests predominated over those of the colonies. C) colonies and mother country were equal partners, sharing a general imperial interest. D) interests of the northern colonies were favored over the southern colonies. Answer: B (p. 83) Topic: The Effects of Mercantilism Skill: Conceptual 12) The restrictions of English mercantilism on the colonial economies A) destroyed the thriving indigo and cotton plantations. B) bankrupted New England shipbuilders. C) were greatly lessened by governmental inefficiency. D) prohibited the importation of slaves. Answer: C (p. 84) Topic: The Effects of Mercantilism Skill: Conceptual

13) George Whitefield’s greatest contribution to the Great Awakening was his A) intellectually rigorous theological system. B) insistence that the Church of England was the only true church. C) ability to stir an audience emotionally by his oratory. D) strong appeal to the religious establishment. Answer: C (pp. 85–86) Topic: The Great Awakening Skill: Conceptual 14) The Great Awakening tended to emphasize A) an emotional and revivalistic style of religion. B) human reason and scientific observation as the key to truth. C) preaching to those who were already church members. D) the basic goodness and sinlessness of human nature. Answer: A (pp. 85–86) Topic: The Great Awakening Skill: Conceptual 15) The most famous native-born revivalist of the Great Awakening was the intellectually brilliant author of sermons such as “Sinners in the Hands of an Angry God.” He was A) Jonathan Edwards. B) Charles Chauncy. C) Solomon Stoddard. D) Increase Mather. Answer: A (p. 87) Topic: The Rise and Fall of Jonathan Edwards Skill: Factual 16) The view that the universe is based on impersonal, scientific laws which govern the behavior of all matter, animate and inanimate, was basic to the A) Great Awakening. B) Puritans. C) Enlightenment. D) Quakers. Answer: C (p. 88) Topic: The Enlightenment in America Skill: Factual

17) A key contribution to American political thinking was the Enlightenment ideas of John Locke relating to A) personal property. B) religion. C) mercantilism. D) philosophy. Answer: A (p. 89) Topic: The Enlightenment in America Skill: Conceptual 18) America’s most famous Enlightenment figure, inventor of the lightning rod and bifocals, organizer of a hospital and a circulating library, was A) Thomas Jefferson. B) David Rittenhouse. C) Cotton Mather. D) Benjamin Franklin. Answer: D (p. 89) Topic: Colonial Scientific Achievements Skill: Factual 19) The greatest source of trouble between the French in Canada and the British in New England was the A) navigation routes in the Great Lakes. B) control of the fur trade. C) conflict over rights to timber and minerals. D) disputes over the location of the border between Canada and New England. Answer: B (p. 90) Topic: Repercussions of Distant Wars Skill: Conceptual 20) All of the first three colonial wars (King William’s, Queen Anne’s, and King George’s) A) started over essentially colonial issues and involved relatively little European participation. B) resulted in considerable territorial gains for the English. C) resulted in considerable territorial gains for the French. D) arose over essentially European issues and involved relatively little colonial participation. Answer: D (p. 90) Topic: Repercussions of Distant Wars Skill: Conceptual

21) Although forced to surrender in 1754 to French troops constructing Fort Duquesne, the young Virginian who emerged as a hero to fellow colonists was A) Patrick Henry. B) George Washington. C) James Madison. D) Thomas Jefferson. Answer: B (p. 92) Topic: The Great War for the Empire Skill: Factual 22) In 1758 ________ took over British leadership of the French and Indian War, pouring soldiers and money into North America. A) King George II B) Charles Townshend C) Edmund Burke D) William Pitt Answer: D (p. 93) Topic: The Great War for the Empire Skill: Factual 23) According to the map, “British Successes, 1758–1763,” the route General James Wolfe followed in mounting his successful attack on Quebec was A) Lake Ontario. B) the Hudson River. C) Lake Champlain. D) the St. Lawrence River. Answer: D (p. 94) Topic: The Great War for the Empire Skill: Factual 24) Under the Treaty of Paris (1763) ending the French and Indian War, A) Great Britain retained all the conquests that she had made of French and Spanish possessions. B) France retained Canada but lost her sugar islands of Guadaloupe and Martinique. C) France lost all her possessions on the mainland of North America. D) England lost all her possessions in the Western Hemisphere except for North America. Answer: C (p. 95) Topic: Britain Victorious: The Peace of Paris Skill: Factual

25) The British victory in the French and Indian War was due largely to A) British soldiers financed by the British government. B) American soldiers financed by the colonial assemblies. C) American soldiers financed by the British government. D) British soldiers financed by the colonial assemblies. Answer: A (p. 95) Topic: Britain Victorious: The Peace of Paris Skill: Conceptual 26) In governing their American empire after 1763, the new problem which faced the British was A) colonial reluctance to expand into the Ohio River Valley. B) greatly increased expenses of administering a far larger and more complex empire. C) strong American support for a rudimentary colonial union expressed in the popular Albany Plan. D) colonial resentment for the failure of the British to aid them during the French and Indian War. Answer: B (p. 95) Topic: Burdens of an Expanded Empire Skill: Conceptual 27) In 1763 the Ottawa chief, ________, led one last effort to drive the whites back across the Appalachians. A) Corn Planter B) Opechancanough C) Black Hawk D) Pontiac Answer: D (p. 99) Topic: Tightening Imperial Controls Skill: Factual 28) The major purpose of the Proclamation of 1763 was to A) restrict colonial trade with England to British ships. B) force the Native Americans of the Ohio Valley to submit to British authority. C) check colonial expansion across the Appalachians. D) promote colonial land development projects in the Ohio Valley. Answer: C (p. 99) Topic: Tightening Imperial Controls Skill: Conceptual

29) In an effort to help support the increased cost of colonial administration, Parliament passed the ________ Act in 1764, placing tariffs on coffee, wines, and other major imports. A) Tea B) Sugar C) Grenville D) Declaratory Answer: B (p. 99) Topic: The Sugar Act Skill: Factual 30) Americans were most alarmed by the Sugar Act of 1764 because it A) could be used to stop colonial trade altogether. B) deprived them of their right to participate in the sugar trade. C) opened up colonial trade in sugar to the vessels of France and Spain. D) asserted Parliament’s right to tax Americans for revenue purposes. Answer: D (p. 99) Topic: The Sugar Act Skill: Conceptual 31) The concept that every member of Parliament stood for the interests of the entire empire was called ________ representation. A) direct B) actual C) sovereign D) virtual Answer: D (p. 100) Topic: American Colonists Demand Rights Skill: Factual 32) The British reasoned that either Parliament was sovereign in the colonies or not and therefore any distinction between tax legislation and any other form of legislation was A) virtual. B) absolute. C) artificial. D) reasonable. Answer: C (p. 100) Topic: American Colonists Demand Rights Skill: Conceptual

33) Illegal, often violent, resistance by the Sons of Liberty to the ________ may be seen as marking the start of the revolution. A) Proclamation of 1763 B) Sugar Act C) Navigation Acts D) Stamp Act Answer: D (p. 101) Topic: The Stamp Act: The Pot Set to Boiling Skill: Factual 34) One reason that American protests against the Stamp Act were vehement was that it A) was a new form of taxation, having no precedent in England. B) greatly increased the cost of all articles imported into America. C) taxed influential and articulate groups such as lawyers and newspaper editors. D) prohibited the hiring of colonists responsible for printing and distributing the stamps. Answer: C (pp. 102–103) Topic: Rioters or Rebels? Skill: Conceptual 35) The Stamp Act was repealed in 1766 primarily because of the A) pressure from British merchants who had been hurt by the American boycott. B) recognition by Parliament that it had acted unconstitutionally. C) petition sent from the Stamp Act Congress. D) riots and disturbances in the colonies protesting the act. Answer: A (p. 103) Topic: Rioters or Rebels? Skill: Conceptual 36) On the same day it repealed the Stamp Act, Parliament passed the ________ Act stating that the colonies were “subordinate” to its wishes. A) Sovereignty B) Supremacy C) Townshend D) Declaratory Answer: D (p. 103) Topic: The Declaratory Act Skill: Factual

37) The American understanding of the word “constitution” emphasized the A) totality of laws, customs, and institutions developed over time. B) specific written document spelling out and limiting the powers of government. C) constitutionality of all laws passed by legislative bodies. D) guarantee of certain fundamental liberties, such as the right of all adults to vote. Answer: B (p. 103) Topic: The Declaratory Act Skill: Conceptual 38) Which of the following most accurately describes the English government’s position on the meaning of sovereignty? A) Parliament was sovereign over the external affairs of the colonies; the crown was sovereign over Parliament and the colonies’ internal affairs. B) Sovereignty was indivisible and rested ultimately with Parliament. C) Parliament was sovereign over the colonies’ external affairs; the colonial legislatures were sovereign over their internal affairs. D) Sovereignty was indivisible and rested ultimately with the colonial legislatures. Answer: B (p. 104) Topic: The Declaratory Act Skill: Conceptual 39) The belief that a “final, unqualified, indivisible” authority must exist in order to preserve the social order is an example of the A) English view of direct representation. B) American view of sovereignty. C) American view of direct representation. D) English view of sovereignty. Answer: D (p. 104) Topic: The Declaratory Act Skill: Conceptual 40) The 1768 document which criticized the Townshend Acts as infringements on the natural and constitutional rights of the colonists was the A) Declaration of Rights and Grievances. B) Virginia “Resolves.” C) Massachusetts “Circular Letter.” D) Olive Branch Petition. Answer: C (p. 104) Topic: The Townshend Duties Skill: Factual

41) Parliament’s main goal in the Tea Act of 1773 was to A) repeal the Townshend Tea Tax. B) aid the British East India Tea Company. C) force a new tax upon the colonies. D) prohibit the production of tea in the colonies. Answer: B (p. 108) Topic: The Tea Act Crisis Skill: Conceptual 42) The most important American objection to the Tea Act of 1773 was that it A) made tea prohibitively expensive for American consumers. B) was coupled with the arrival of British regiments in Boston to enforce the trade laws. C) seemed to be a trick to trap Americans into paying the Townshend duty on tea. D) closed colonial ports which refused to import English tea. Answer: C (p. 108) Topic: The Tea Act Crisis Skill: Conceptual 43) The militant Boston leader of resistance to the Tea Act and of the Boston “Tea Party” was A) John Adams. B) Patrick Henry. C) John Bernard. D) Sam Adams. Answer: D (p. 108) Topic: The Tea Act Crisis Skill: Factual 44) In response to the Boston Tea Party, the British passed a series of laws which, among other things, closed the port of Boston and strengthened the power of the governor of Massachusetts. In the colonies, these acts were known as the ________ Acts. A) Intolerable B) Suffolk C) Royal Brute D) Supremacy Answer: A (p. 109) Topic: From Resistance to Revolution Skill: Factual

45) The most significant aspect of the Coercive Acts was that they A) indicated Great Britain’s desire to decrease its control of the colonies. B) had little impact on the colonies. C) indicated a change in British policy, from persuasion to punishment. D) did the greatest economic harm to those who could least afford it. Answer: C (p. 109) Topic: From Resistance to Revolution Skill: Conceptual 46) The most conservative proposal before the First Continental Congress in 1774 was the A) Boston Manifesto that denounced the crimes committed by the British government since 1763. B) Continental Association which called for boycotting British goods and cutting off exports to Great Britain. C) plan from Joseph Galloway to create a general government for America capable of blocking Parliament’s proposals. D) Albany Plan from Benjamin Franklin for voluntary union among the colonies. Answer: C (p. 109) Topic: From Resistance to Revolution Skill: Conceptual 47) According to your text, the most significant outcome of the First Continental Congress in the fall of 1774 was the A) demand for colonial representation in Parliament. B) colonies’ hopes for a peaceful re-establishment of relations with England on the same basis as before the Stamp Act crisis. C) formation of a Continental Army with George Washington as commander-in-chief. D) realization that drastic changes must be made in their relationship with England. Answer: D (p. 110) Topic: From Resistance to Revolution Skill: Conceptual 3.2 True/False Questions 48) The Crown reserved the right to veto colonial laws. Answer: TRUE (p. 80) Topic: The British Colonial System Skill: Factual 49) The Iron Act eliminated all duties on colonial pig and bar iron exported to England. Answer: TRUE (p. 83) Topic: The Navigation Acts Skill: Factual

50) The Great Awakening significantly decreased religious tolerance. Answer: FALSE (p. 87) Topic: The Rise and Fall of Jonathan Edwards Skill: Conceptual 51) In the seventeenth century, the English were eager to make an alliance with the Iroquois against the French. Answer: TRUE (p. 90) Topic: Repercussions of Distant Wars Skill: Factual 52) The French prepared for what became the French and Indian War by building a string of forts south from Lake Erie. Answer: TRUE (p. 92) Topic: The Great War for the Empire Skill: Factual 53) Benjamin Franklin’s Albany Plan (1754) proposed a trans-Atlantic society to promote scientific research. Answer: FALSE (p. 96) Topic: Burdens of an Expanded Empire Skill: Factual 54) According to the map, “Proclamation of 1763,” the British-controlled area west of the Proclamation Line of 1763 was reserved for Native Americans. Answer: TRUE (p. 99) Topic: Tightening Imperial Controls Skill: Factual 55) Thomas Jefferson led the opposition to the Stamp Act in the Virginia House of Burgesses. Answer: FALSE (p. 101) Topic: The Stamp Act: The Pot Set to Boiling Skill: Factual 56) The so-called Boston Massacre had little impact on public opinion. Answer: FALSE (p. 106) Topic: The Boston Massacre Skill: Factual

3.3 Essay Questions 57) Evaluate the advantages and disadvantages the American colonies had under the British colonial system. How did the British justify and implement this system? (pp. 80–81) Topic: The British Colonial System 58) Compare and contrast the major ideas and values of the Great Awakening and the Enlightenment in America. Describe the life and ideas of at least one major American figure in each movement. (pp. 85–89) Topic: The Great Awakening; The Enlightenment in America 59) Describe the American highlights of the colonial wars between 1689 and 1763. Evaluate the major results of those wars for the colonies. (pp. 90–94) Topic: Repercussions of Distant Wars; The Great War for the Empire 60) Summarize the major conflicts between the American colonies and the British from 1763 to 1774. (pp. 100–110) Topic: American Colonists Demand Rights through From Resistance to Revolution 61) Explain how a dispute over taxes became a struggle over sovereignty; include a discussion about the differences in the British and the colonial views on the issue of sovereignty. (pp. 103–104, 109–110) Topic: The Declaratory Act; From Resistance to Revolution 3.4 Identification Questions 62) Albany Plan A proposal, drafted in Albany, New York, in 1754 by Benjamin Franklin of Pennsylvania, for a “plan of union” for the collective defense of the British colonies. Because it held the potential for unifying the colonies against its rule, the British government never adopted the plan. (p. 87) Topic: The Rise and Fall of Jonathan Edwards Skill: Factual 63) Boston Massacre A violent confrontation between British troops and a Boston mob on March 5, 1770; the soldiers opened fire and killed five, and incident that inflamed sentiment against the British. (p. 106) Topic: The Boston Massacre Skill: Factual 64) Coercive Acts A series of laws passed by Parliament in 1774 to punish Boston and Massachusetts for the destruction of tea during the “Boston Tea Party.” Many colonists, who regarded these and similar laws as “intolerable,” moved closer toward war. (p. 109) Topic: From Resistance to Revolution Skill: Factual

65) Enlightenment An intellectual movement of the eighteenth century that celebrated human reason and scientific advances and expressed doubts about the truth claims of sacred texts. (p. 88) Topic: The Enlightenment in America Skill: Factual 66) First Continental Congress An assembly compromised of delegates from twelve colonies that met in Philadelphia in 1774. It denied Parliament’s authority to legislate for the colonies, adopted the Declaration of Rights and Grievances, created a Continental Association to enforce a boycott of British imports, and endorsed a call to take up arms against Britain. (p. 109) Topic: From Resistance to Revolution Skill: Factual 67) French and Indian War Fourth in the series of great wars between Britain and France, this conflict (1754–1763) had its focal point in North America and pitted the French and their Indian allies against the British and their Indian allies. Known in Europe as the Seven Years’ War, this struggle drove the French government from much of North America. (p. 92) Topic: The Great War for the Empire Skill: Factual 68) Great Awakening A widespread evangelical revival movement of the 1740s and 1750s, sparked by the tour of the English evangelical minister George Whitefield. The Awakening spread religious fervor but weakened the authority of established churches. (p. 85) Topic: The Great Awakening Skill: Factual 69) mercantilism A loose system of economic organization designed, through a favorable balance of trade, to guarantee the prosperity of the British empire. Mercantilists advocated possession of colonies as places where the mother country could acquire raw materials not available at home. (p. 81) Topic: Mercantilism Skill: Factual 70) Navigation Acts Seventeenth-century Parliamentary statues to control trade within the British empire so as to benefit Britain and promote its administration of the colonies. (p. 82) Topic: The Navigation Acts Skill: Factual 71) Seven Years’ War The global conflict, sometimes known as the French and Indian War, that lasted from 1756 to 1763 and pitted France and its allies against Britain and its allies. Britain ultimately prevailed, forcing France to surrender its claims to Canada and all territory east of the Mississippi River. (p. 93) Topic: The Great War for the Empire Skill: Factual

72) Stamp Act Congress A meeting in New York City of delegates of most of the colonial assemblies in America to protest the Stamp Act, a revenue measure passed by Parliament in 1765; it was a precursor to the Continental Congress. (p. 101) Topic: The Stamp Act: The Pot Set to Boiling Skill: Factual

American Destiny, 4e (Carnes) Chapter 4 The American Revolution 4.1 Multiple Choice Questions 1) The British commander who sent his troops to capture Patriot supplies in Concord in April 1775 was General A) Thomas Gage. B) William Howe. C) Thomas Hutchinson. D) John Burgoyne. Answer: A (p. 114) Topic: The Shot Heard Round the World Skill: Factual 2) The purpose of the British army’s march on Concord, Massachusetts, in April 1775 was to A) train their troops for what appeared to be inevitable war. B) force Massachusetts leaders to pay for the tea destroyed in the Boston Tea Party. C) track down the persons responsible for burning the Gaspee. D) seize the war supplies stored there. Answer: D (p. 114) Topic: The Shot Heard Round the World Skill: Conceptual 3) In May 1775 shortly after it convened, the Second Continental Congress A) declared independence from Great Britain because of the battles at Lexington and Concord. B) formed the Continental Army under the leadership of George Washington. C) organized the Continental Association to force England to repeal the Intolerable Acts. D) refused to take any action that might be seen as disloyal to England. Answer: B (p. 116) Topic: The Second Continental Congress Skill: Conceptual 4) The first major battle of the Revolutionary War was the Battle of A) Concord. B) Valley Forge. C) Lexington. D) Bunker Hill. Answer: D (pp. 116–117) Topic: The Battle of Bunker Hill Skill: Factual

5) After the Battle of Bunker Hill, Congress and the bulk of the American people were A) still reluctant to declare independence. B) ready to surrender on any terms the British offered. C) convinced that the war could not be lost. D) forming local militias to fight the British. Answer: A (p. 117) Topic: The Great Declaration Skill: Conceptual 6) In January 1776, the British pushed the colonists toward independence by hiring ________ mercenaries. A) Hessian B) Swiss C) Prussian D) Bavarian Answer: A (p. 118) Topic: The Great Declaration Skill: Factual 7) The author of the tract, Common Sense, which boldly called for complete independence and attacked not only King George III, but also the idea of monarchy itself, was A) John Adams. B) Thomas Jefferson. C) George Washington. D) Thomas Paine. Answer: D (p. 118) Topic: The Great Declaration Skill: Factual 8) “We have it in our power to begin the world again. A government of our own is our natural right. O! ye that love mankind! Ye that dare oppose not only tyranny but the tyrant, stand forth.” This statement is typical of the ideas of A) John Dickinson. B) Thomas Hutchinson. C) William Franklin. D) Thomas Paine. Answer: D (p. 118) Topic: The Great Declaration Skill: Conceptual

9) “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.—That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.” The above statement was a part of A) a Quaker pamphlet denouncing slavery. B) Jefferson’s general statement of the right of revolution. C) an early petition by the South Carolina assembly demanding an end to the slave trade. D) Thomas Paine’s Common Sense. Answer: B (p. 119) Topic: The Great Declaration Skill: Conceptual 10) Thomas Jefferson’s general statement of the right of revolution in the Declaration of Independence A) rejected the assumptions of most 18th century liberals. B) has had little historical impact. C) was intended by Jefferson to be an expression of the American mind. D) was primarily intended to influence domestic opinion. Answer: C (p. 119) Topic: The Great Declaration Skill: Conceptual 11) An American advantage in the war for independence was A) an incompetent and unprofessional British army. B) a strong centralized government capable of organizing the war effort. C) British reluctance to engage in full-scale war against the colonies. D) the undivided loyalty of Americans to the patriotic cause. Answer: C (p. 120) Topic: 1776: The Balance of Forces Skill: Conceptual 12) A major British advantage in 1776 was their A) control of both Boston and New York City. B) ability to rely on loyal Americans for supplies and troops. C) far larger population than the colonies’. D) strong public support for sending their crack troops for a full-scale attack on the colonies. Answer: C (p. 120) Topic: 1776: The Balance of Forces Skill: Conceptual

13) The best estimate of the proportion of Patriots and Tories during the war for independence is that A) Patriots were more numerous than Tories, but large numbers of Americans were indifferent. B) Tories constituted less than one percent of the American population. C) the population was about evenly divided between the two groups. D) Tories were more numerous than Patriots, but large numbers of Americans were indifferent. Answer: A (p. 121) Topic: Loyalists Skill: Conceptual 14) As a group, the Tories in America A) came from every social and economic class and geographic area. B) were tightly organized through a central committee of loyalists. C) refused to fight for England. D) were treated fairly and tolerantly by Patriots. Answer: A (p. 121) Topic: Loyalists Skill: Conceptual 15) Battles in and around ________ in August and September of 1776 were ignominious defeats for Washington’s forces and seemed to presage an easy British triumph in the war. A) Boston B) Philadelphia C) Baltimore D) New York City Answer: D (p. 122) Topic: The British Take New York City Skill: Factual 16) The battles of Trenton and Princeton in December 1776 were important because A) the British were forced to open peace negotiations. B) the American army’s morale was boosted after a series of defeats. C) American victories caused the British to shift the center of military operations to the southern states. D) France decided to become an open ally of the United States. Answer: B (p. 123) Topic: The British Take New York City Skill: Conceptual

17) The major British defeat of 1777 at ________ was caused mostly by the extremely poor coordination of the campaign. A) Yorktown B) Saratoga C) Trenton D) Valley Forge Answer: B (p. 124) Topic: Saratoga and the French Alliance Skill: Factual 18) In which of the following was there a mutual agreement that the signatories would aid each other in the war or the event of war with Great Britain, while also recognizing the United States as a sovereign and independent state? A) Treaty of Amity and Commerce between the United States and Germany B) Treaty of Alliance between Spain and the United States C) Treaty of Amity and Commerce between the United States and Holland D) Treaty of Alliance between France and the United States Answer: D (p. 125) Topic: Saratoga and the French Alliance Skill: Conceptual 19) The United States’ most valuable ally in the Revolution was A) Spain. B) France. C) Holland. D) Germany. Answer: B (p. 125) Topic: Saratoga and the French Alliance Skill: Factual 20) During the winter of 1778, Washington’s army endured severe shortages of food and clothing while camped at A) Valley Forge. B) Germantown. C) Trenton. D) Princeton. Answer: A (p. 126) Topic: Saratoga and the French Alliance Skill: Factual

21) In 1778, fighting in the northern states practically ceased; thereafter, most of the engagements were in the A) Ohio River Valley. B) Canadian frontier. C) Mississippi River Valley. D) South. Answer: D (p. 126) Topic: The War Moves South Skill: Factual 22) The most overwhelming American defeat in the war was General Clinton’s May 1780 capture of A) Boston. B) Philadelphia. C) Trenton. D) Charleston. Answer: D (p. 126) Topic: The War Moves South Skill: Factual 23) The British defeat at Yorktown resulted largely from the A) inability of the British to persuade Tories to join them. B) French fleet winning control of Chesapeake Bay and preventing Cornwallis from escaping from the peninsula by sea. C) ability of Washington to outmaneuver Cornwallis’ much larger army and force him to retreat to the peninsula. D) failure of Cornwallis to receive General Clinton’s orders to withdraw. Answer: B (p. 128) Topic: Victory at Yorktown Skill: Conceptual 24) The American negotiators at the Paris Peace Conference violated their instructions from Congress by A) rejecting any attempt to restore Tory property seized during the Revolution. B) agreeing to continued British control of Canada. C) refusing to rely on the Comte de Vergennes and negotiating a separate treaty with Great Britain. D) surrendering American rights to fish on the Grand Banks off Newfoundland. Answer: C (pp. 129–130) Topic: Negotiating a Favorable Peace Skill: Conceptual

25) The United States received very favorable terms in the Peace of Paris (1783) because the A) American commissioners skillfully played rival European powers against each other. B) French insisted that the United States must be a powerful nation. C) rioting and looting in Great Britain by irate citizens convinced Great Britain that she must end the war immediately. D) Spanish and French threatened to attack British shipping if they did not agree to American terms. Answer: A (p. 130) Topic: Negotiating a Favorable Peace Skill: Conceptual 26) According to the map, “The United States under the Articles of Confederation, 1787,” one state which claimed that its western boundary extended to the Mississippi River was A) North Carolina. B) Pennsylvania. C) Florida. D) New York. Answer: A (p. 131) Topic: The Great Land Ordinances Skill: Factual 27) The union of American states under the Articles of Confederation was a A) centralized system in which the national government held the most power, but the states had control over purely local matters. B) federal system almost exactly like the later union under the Constitution. C) league of friendship, in which the states were sovereign and the national government had only weak delegated powers. D) centralized system with power vested solely in the national government. Answer: C (p. 132) Topic: National Government under the Articles of Confederation Skill: Conceptual 28) Which of the following was NOT a way in which the American government financed the Revolutionary War? A) borrowing from France B) taxing American citizens directly C) printing paper money D) requisitioning funds from the states Answer: B (p. 132) Topic: Financing the War Skill: Conceptual

29) In the new state governments created during the Revolution, power was concentrated in the A) governors. B) courts. C) executive councils. D) legislatures. Answer: D (p. 133) Topic: State Republican Governments Skill: Factual 30) The most significant change in the new state governments was the A) elimination of the office of governor in most states. B) general rejection of the British system as a model. C) elimination of property qualifications for voting and office holding. D) removal of outside control, making them more responsive to public opinion. Answer: D (p. 132) Topic: State Republican Governments Skill: Conceptual 31) During the Revolutionary War, the new constitution of ________ replaced the office of governor with an elected council of twelve members. A) South Carolina B) Pennsylvania C) New York D) Massachusetts Answer: B (p. 133) Topic: State Republican Governments Skill: Factual 32) What happened to social reform when many states wrote constitutions during the Revolution? A) It was neglected because of wartime necessities. B) Many states seized the occasion to introduce important political and social reforms. C) It focused on limiting the ability of the powerful to exploit the powerless. D) It became identified with Loyalism. Answer: B (p. 133) Topic: Social Reform and Antislavery Skill: Conceptual

33) As part of the social reforms accompanying the Revolution, all states which still had them abolished A) primogeniture and entail. B) property qualifications for voters. C) public taxes to support religion. D) slavery and apprenticeship. Answer: A (p. 133) Topic: Social Reform and Antislavery Skill: Factual 34) The movement to separate church and state during the writing of the new state constitutions was most successful in A) Massachusetts. B) South Carolina. C) New Hampshire. D) Virginia. Answer: D (p. 134) Topic: Social Reform and Antislavery Skill: Factual 35) “Our civil rights have no dependence on our religious opinions, any more than our opinions in physics or geometry. Truth is great and will prevail if left to herself.” The author and state of this 1786 statute was A) John Adams, Massachusetts. B) Benjamin Franklin, Pennsylvania. C) Thomas Jefferson, Virginia. D) Alexander Hamilton, New York. Answer: C (p. 134) Topic: Social Reform and Antislavery Skill: Conceptual 36) The immediate effect of the American Revolution upon slavery was that A) slavery was abolished throughout America as inconsistent with the Declaration of Independence. B) northern states moved toward emancipation of their slaves, and most southern states restricted the importation of slaves. C) slavery came to be justified as a “positive good” by its defenders in the North and South. D) because slavery was still too economically important in both the northern and the southern states, the movement to abolish it failed everywhere. Answer: B (p. 134) Topic: Social Reform and Antislavery Skill: Conceptual

37) The text notes that during and after the Revolution, slavery A) was immediately abolished in the northern states. B) was abolished in all British colonies. C) increased rapidly throughout the colonies. D) died where it was not economically important. Answer: D (p. 134) Topic: Social Reform and Antislavery Skill: Conceptual 38) How did the Revolution affect attitudes toward the education of women? A) The British tried to undermine the Patriots by encouraging female education. B) Women were told their place was in the home, not in schools. C) The idea of female education began to be accepted as important in a republic. D) Because most states granted women the right to vote, they encouraged their education also. Answer: C (p. 136) Topic: Women and the Revolution Skill: Conceptual 39) When analyzing the relationship between the American Revolution and nationalism, your text concludes that a feeling of American nationalism A) provoked the movement toward American independence. B) was actually an obstacle the Patriots had to overcome. C) emerged out of the necessity to unite in order to win the war. D) had been very strong since the founding of the colonies. Answer: C (p. 136) Topic: Growth of a National Spirit Skill: Conceptual 40) A major source of the new feeling of nationalism after the Revolutionary War was the A) common sacrifice by soldiers and civilians during the war. B) inspiration from the patriotic novels of James Fenimore Cooper. C) strong central government created by the Articles of Confederation. D) common dedication to freedom embodied in the attacks on slavery. Answer: A (p. 137) Topic: Growth of a National Spirit Skill: Conceptual

41) The law which divided the western territories into 6-mile-square townships was the A) Northwest Ordinance of 1787. B) Homestead Law of 1793. C) Land Ordinance of 1785. D) Township Act of 1784. Answer: C (p. 137) Topic: The Great Land Ordinances Skill: Factual 42) The measure which established governments for the western territories was the A) Land Ordinance of 1785. B) Treaty of Paris, 1783. C) Proclamation of 1763. D) Northwest Ordinance of 1787. Answer: D (p. 138) Topic: The Great Land Ordinances Skill: Factual 43) In comparing the Northwest Ordinance of 1787 with the system by which Great Britain governed her colonies, it would be most accurate to say that the British system was A) adopted in its entirety as the permanent form of government for the territories. B) rejected completely in favor of immediate statehood for the territories because of the injustices the colonies experienced. C) adopted for the intermediate stage of territorial development, which would give way to statehood in the third stage. D) adopted only for the initial stage of territorial development. Answer: C (p. 138) Topic: The Great Land Ordinances Skill: Conceptual 44) As a general, George Washington A) was a marvelous tactician, like Caesar. B) failed miserably. C) lacked genius but was a remarkable organizer and administrator. D) was a brilliant strategist, like Napoleon. Answer: C (p. 139) Topic: National Heroes Skill: Conceptual

45) George Washington’s greatest strength as a national hero was his A) warm, outgoing personality. B) brilliant strategic and tactical abilities as a military commander. C) powerful oratorical and literary abilities. D) personal sacrifices and his obvious disinclination toward becoming a dictator. Answer: D (p. 139) Topic: National Heroes Skill: Conceptual 46) How did historians react to depiction of the Revolution in The Patriot? A) They praised the accurate historical costumes. B) They were critical of many aspects of the film, especially the totally fictionalized British incineration of an occupied church. C) They thought the Battle of Cowpens was depicted with considerable historical accuracy. D) They praised the nuanced portraits of both the British and the Patriots. Answer: B (pp. 140–141) Topic: Re-Viewing the Past: The Patriot Skill: Conceptual 4.2 True/False Questions 47) Even after the Battle of Bunker Hill, the Continental Congress and most Americans were reluctant to declare independence because they doubted the common people’s capacity for self-government. Answer: TRUE (p. 117) Topic: The Great Declaration Skill: Conceptual 48) The first draft of the Declaration of Independence was prepared by Benjamin Franklin. Answer: FALSE (p. 119) Topic: The Great Declaration Skill: Factual 49) Most Anglican clergy supported the Patriot cause. Answer: FALSE (p. 121) Topic: Loyalists Skill: Factual 50) The drafting of a commercial treaty and a treaty of alliance with France was the outstanding diplomatic outcome of the Battle of Saratoga. Answer: TRUE (p. 125) Topic: Saratoga and the French Alliance Skill: Conceptual

51) In the fighting in the South, General Horatio Gates avoided major battles with the superior forces of General Cornwallis and instead harassed his forces with hit-and-run raids. Answer: FALSE (p. 126) Topic: The War Moves South Skill: Factual 52) The governments created under the new state constitutions were actually less democratic than their colonial predecessors. Answer: FALSE (pp. 133–135) Topic: Social Reform and Antislavery Skill: Conceptual 53) Martha Washington is famous for warning her husband that the rebels should “remember the ladies” as well as the men when they reformed society. Answer: FALSE (p. 135) Topic: Women and the Revolution Skill: Factual 54) The Northwest Ordinance of 1787 prohibited governments in new Western states from allowing slavery. Answer: TRUE (p. 138) Topic: The Great Land Ordinances Skill: Factual 4.3 Essay Questions 55) Describe the major events of the Revolutionary War from 1775 to 1783. Why did the Patriots win? (pp. 113–129) Topic: The American Revolution 56) Summarize how the Declaration of Independence was written. Explain why it was written. Evaluate its major features and values. (pp. 117–120) Topic: The Great Declaration 57) Summarize the advantages and disadvantages of the Americans and the British in 1776. In addition to military factors, examine political, economic, and social factors as well. (p. 120) Topic: 1776: The Balance of Forces 58) Describe how the results of the Revolutionary War affected the lives of women in America. (pp. 135–136) Topic: Women and the Revolution

59) Describe specific examples of the growth of a national culture in America promoted by the Revolutionary War and the government under the Articles of Confederation. (pp. 136–137) Topic: Growth of a National Spirit 4.4 Identification Questions 60) Articles of Confederation The charter establishing the first government of the United States, ratified in 1781. The Articles placed the coercive powers to tax and regulate trade within the individual state governments; the national government, widely criticized for being weak, was superseded by the government established by the Constitution of the United States, effective in 1789. (p. 131) Topic: National Government Under the Articles of Confederation Skill: Factual 61) Common Sense An influential tract, published by Thomas Paine in January 1776, calling for American independence from Great Britain and establishment of a republican government. (p. 118) Topic: The Great Declaration Skill: Factual 62) Continental Army The regular or professional army authorized by the Second Continental Congress, mostly under the command of General George Washington during the Revolutionary War. (p. 116) Topic: The Second Continental Congress Skill: Factual 63) Loyalists Sometimes called Tories, the term for American colonists who refused to take up arms against England in the 1770s. (p. 121) Topic: Loyalists Skill: Factual 64) nationalism An affinity for a particular nation; in particular, a sense of national consciousness and loyalty that promotes the interests and attributes of that nation over all others. (p. 136) Topic: Growth of a National Spirit Skill: Factual 65) Northwest Ordinance A 1787 measure of the Continental Congress, passed according to the Articles of Confederation, to provide for governance of the region north of the Ohio River and the eventual admission of up to five territories—ultimately the states of Ohio, Indiana, Illinois, Michigan, and Wisconsin. The ordinance also prohibited slavery in the region and reserved lands for Indians. (p. 138) Topic: The Great Land Ordinances Skill: Factual

66) Second Continental Congress A gathering of American patriots in May 1775 that organized the Continental army, requisitioned soldiers and supplies, and commissioned George Washington to lead it. (p. 115) Topic: The Second Continental Congress Skill: Factual

American Destiny, 4e (Carnes) Chapter 5 The Federalist Era: Nationalism Triumphant 5.1 Multiple Choice Questions 1) One example of the inadequacies of the Articles of Confederation was the inability of the United States to A) prevent English annexation of Florida. B) force England to withdraw its troops from American soil after the Revolutionary War. C) force England to abandon military posts it built beyond the boundaries of the original thirteen states. D) prohibit French settlers from claiming American land in the Ohio River Valley. Answer: C (p. 144) Topic: Inadequacies of the Articles of Confederation Skill: Conceptual 2) The nation which caused a major problem for the new government of the Articles of Confederation when it closed the lower Mississippi River to American commerce was A) Spain. B) France. C) Great Britain. D) England. Answer: A (p. 144) Topic: Inadequacies of the Articles of Confederation Skill: Factual 3) After the Revolution, the American balance of exports and imports became A) very unfavorable as British merchants poured low-priced manufactured goods into America. B) quite unfavorable due to over-expansion and overproduction by American industry. C) distinctly favorable as the British West Indies were opened to American trade. D) very favorable as Americans who manufactured low-priced goods flooded the European economy. Answer: A (p. 144) Topic: Inadequacies of the Articles of Confederation Skill: Conceptual 4) Under the Articles of Confederation there was a failed attempt to raise revenue and pressure the British by a(n) A) tariff. B) income tax. C) quitrent. D) foreign property tax. Answer: A (p. 145) Topic: Inadequacies of the Articles of Confederation Skill: Factual

5) In 1786 Massachusetts debtor farmers rebelled against the state government and were defeated in battle. This was ________ Rebellion. A) Bacon’s B) Leisler’s C) Paxton’s D) Shays’s Answer: D (p. 145) Topic: Daniel Shays’s “Little Rebellion” Skill: Factual 6) Which of the following statements about Shays’s Rebellion is true? A) Citizens of other states were generally indifferent to it. B) The central government effectively aided Massachusetts in quelling the rebellion. C) Many leaders, such as Washington, concluded that the central government must be strengthened. D) Most of the rebels were unemployed shipyard workers, frustrated by the depression of the 1780s. Answer: C (p. 146) Topic: Daniel Shays’s “Little Rebellion” Skill: Conceptual 7) It was difficult to amend the Articles of Confederation because amendments had to be approved by A) unanimous consent of members of Congress. B) legislatures in three-fourths of the states. C) specially elected conventions in nine of the thirteen states. D) unanimous consent of the states. Answer: D (p. 146) Topic: To Philadelphia, and the Constitution Skill: Factual 8) When the Annapolis meeting of 1786, which was called to discuss commercial problems, seemed about to fail, ________ proposed a convention in Philadelphia to deal with constitutional reform. A) James Madison B) Alexander Hamilton C) George Washington D) Thomas Jefferson Answer: B (p. 146) Topic: To Philadelphia, and the Constitution Skill: Factual