TEST BANK for American Stories, A History of the United States (Combined Volume) 3e Brands Breen Wil

Brands, American Stories 3e Test Bank Chapter 1: New World Encounters, Preconquest - 1608 Multiple-Choice Questions 1) The most significant factor that allowed large numbers of nomadic hunters to enter the heart of North America was . a. the domestication of horses b. global warming c. population growth d. the search for new food supplies e. the growing diversity of people Answer: B Difficulty: 1 – Easy Question ID: TB_01_01_Native Americans Before the Conquest_Remember_LO 1.1 Topic: Native Americans Before the Conquest Skill: Remember the Facts Objective: 1.1 What explains cultural differences among Native American groups before European conquest?

2) Which of the following revolutionized early Native American cultures? a. the discovery of hunting b. the development of agriculture c. tribal political alliances d. emergence of a written language e. the domestication of the horse Answer: B Difficulty: 1 – Easy Question ID: TB_01_02_Native Americans Before the Conquest_Remember_LO 1.1 Topic: Native Americans Before the Conquest Skill: Remember the Facts Objective: 1.1 What explains cultural differences among Native American groups before European conquest?

3) The aggressive Native American people who occupied the valley of Mexico when the Spanish arrived were the . a. Mayas b. Apaches c. Aztecs d. Incas e. Toltecs Answer: C Difficulty: 1 – Easy Question ID: TB_01_03_Native Americans Before the Conquest_Remember_LO 1.1 Topic: Native Americans Before the Conquest Skill: Remember the Facts Objective: 1.1 What explains cultural differences among Native American groups before European conquest?

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Brands, American Stories 3e Test Bank 4) The Atlantic tribal group with whom the English had the most contact was called __________. a. Algonquian b. Mayan c. Apache d. Sioux e. Cherokee Answer: A Difficulty: 1 – Easy Question ID: TB_01_04_Native Americans Before the Conquest_Remember_LO 1.1 Topic: Native Americans Before the Conquest Skill: Remember the Facts Objective: 1.1 What explains cultural differences among Native American groups before European conquest?

5) What Indians desired most, upon encountering Europeans, was __________. a. cultural enlightenment b. victims for human sacrifice rituals c. religious instruction d. allies to help them defeat their enemies e. peaceful trade Answer: E Difficulty: 2 – Moderate Question ID: TB_01_05_Conditions of Conquest_Remember_LO 1.2 Topic: Conditions of Conquest Skill: Remember the Facts Objective: 1.2 How did Europeans interact with West Africans and Native Americans during the fifteenth through seventeenth centuries?

6) The single greatest factor that caused the destruction of Native Americans after contact with Europeans was __________. a. warfare b. planned genocide c. disease d. forced conversions to Christianity e. forced removal from tribal lands Answer: C Difficulty: 1 – Easy Question ID: TB_01_06_Conditions of Conquest_Remember_LO 1.2 Topic: Conditions of Conquest Skill: Remember the Facts Objective: 1.2 How did Europeans interact with West Africans and Native Americans during the fifteenth through seventeenth centuries?

7) In the Columbian Exchange, the Old World and the New exchanged __________. a. animal, plant, and microbial life forms b. technologies c. religious beliefs 2 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. political systems e. scientific theories Answer: A Difficulty: 1 – Easy Question ID: TB_01_07_Conditions of Conquest_Remember_LO 1.2 Topic: Conditions of Conquest Skill: Remember the Facts Objective: 1.2 How did Europeans interact with West Africans and Native Americans during the fifteenth through seventeenth centuries?

8) The first European nation to establish contact with sub-Saharan Africa was __________. a. France b. Italy c. the Netherlands d. Portugal e. Spain Answer: D Difficulty: 1 – Easy Question ID: TB_01_08_Conditions of Conquest_Remember_LO 1.2 Topic: Conditions of Conquest Skill: Remember the Facts Objective: 1.2 How did Europeans interact with West Africans and Native Americans during the fifteenth through seventeenth centuries?

9) The Portuguese explored West Africa __________. a. to convert natives to Christianity b. as tests of their new navigational technology c. to establish colonies in Africa before Spain and England d. searching for slaves and gold e. and established military forts along the coastland Answer: D Difficulty: 1 – Easy Question ID: TB_01_09_Conditions of Conquest_Remember_LO 1.2 Topic: Conditions of Conquest Skill: Remember the Facts Objective: 1.2 How did Europeans interact with West Africans and Native Americans during the fifteenth through seventeenth centuries?

10) Columbus originally was determined to prove that __________. a. a westward water route to China existed b. the world was not flat c. the continents of North and South America existed d. the lost continent of Atlantis was actually part of South America e. the world was smaller than scientists believed at the time Answer: A 3 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_01_10_Europe on the Eve of Conquest_Remember_LO 1.3 Topic: Europe on the Eve of Conquest Skill: Remember the Facts Objective: 1.3 What factors explain Spain’s central role in New World exploration and colonization?

11) At the time of Columbus’s first voyage in 1492, __________. a. most educated Europeans believed the earth was flat b. no European nation had any interest in exploration c. most educated Europeans did not believe the earth was flat d. no one thought he would find anything e. the Catholic Church condemned this kind of exploration Answer: C Difficulty: 1 – Easy Question ID: TB_01_11_Europe on the Eve of Conquest_Remember_LO 1.3 Topic: Europe on the Eve of Conquest Skill: Remember the Facts Objective: 1.3 What factors explain Spain’s central role in New World exploration and colonization?

12) The Treaty of Tordesillas of 1494 resulted in __________. a. war between Spain and Portugal b. Portuguese control of Brazil c. English control of Canada d. French control of Martinique e. the withdrawal of the Spanish from the New World Answer: B Difficulty: 1 – Easy Question ID: TB_01_12_Spain in the Americas_Remember_LO 1.4 Topic: Spain in the Americas Skill: Remember the Facts Objective: 1.4 How did Spanish conquest of Central and South America transform Native American cultures?

13) The men largely responsible for Spain’s conquest of the New World were known as __________. a. conquistadores b. coureurs de bois c. “Sea Dogs” d. condottiere e. comerciante Answer: A Difficulty: 1 – Easy Question ID: TB_01_13_Spain in the Americas_Remember_LO 1.4 Topic: Spain in the Americas Skill: Remember the Facts Objective: 1.4 How did Spanish conquest of Central and South America transform Native American cultures?

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Brands, American Stories 3e Test Bank 14) In order to better control the leaders of their conquest in the New World, the Spanish government created __________. a. the Inquisition b. the hacienda c. the encomienda d. the missions e. colonial governments Answer: C Difficulty: 1 – Easy Question ID: TB_01_14_Spain in the Americas_Remember_LO 1.4 Topic: Spain in the Americas Skill: Remember the Facts Objective: 1.4 How did Spanish conquest of Central and South America transform Native American cultures?

15) Most Spanish colonists were __________. a. members of wealthy families b. more racially tolerant than their English counterparts c. unconcerned about economic opportunities d. unwilling to have contact with native groups e. incredibly racist Answer: B Difficulty: 1 – Easy Question ID: TB_01_15_Spain in the Americas_Remember_LO 1.4 Topic: Spain in the Americas Skill: Remember the Facts Objective: 1.4 How did Spanish conquest of Central and South America transform Native American cultures?

16) From its beginnings, Spain regarded her New World domain as primarily a(n) __________. a. source of precious metal b. place to send exiled Moors and Jews c. opportunity to further promote the Catholic faith d. supplier of cheap Native American labor to be used on Spanish estates e. place to establish penal colonies Answer: A Difficulty: 1 – Easy Question ID: TB_01_16_Spain in the Americas_Remember_LO 1.4 Topic: Spain in the Americas Skill: Remember the Facts Objective: 1.4 How did Spanish conquest of Central and South America transform Native American cultures?

17) Spain became the number-one power in Europe during the sixteenth century because __________. a. the Pope favored Spain’s efforts b. of the vast amounts of gold and silver it imported from the New World c. Spain had extensive natural resources and many deep-water ports 5 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. the people had lived in peace and tranquility for centuries e. the Spanish were the best shipbuilders of the day Answer: B Difficulty: 1 – Easy Question ID: TB_01_17_Spain in the Americas_Remember_LO 1.4 Topic: Spain in the Americas Skill: Remember the Facts Objective: 1.4 How did Spanish conquest of Central and South America transform Native American cultures?

18) The first French explorers were __________. a. interested in finding the mythical “northwest passage” to China b. determined to find gold and silver c. eager to Christianize the Native Americans d. ruthless and exploitive of the native peoples e. considered stupid by the Native Americans Answer: A Difficulty: 1 – Easy Question ID: TB_01_18_The French Claim Canada_Remember_LO 1.5 Topic: The French Claim Canada Skill: Remember the Facts Objective: 1.5 What was the character of the French empire in Canada?

19) In their relations with the Native Americans, the French __________. a. were as obsessed with Christian conversion as the Spanish b. tended to cultivate good relations because of the Native Americans’ knowledge of fur trapping c. were ruthless in their treatment of the Native Americans d. drove them from their land in order to set up plantations e. were at a distinct disadvantage Answer: B Difficulty: 1 – Easy Question ID: TB_01_19_The French Claim Canada_Remember_LO 1.5 Topic: The French Claim Canada Skill: Remember the Facts Objective: 1.5 What was the character of the French empire in Canada?

20) The financial success of the French empire in North America depended upon the __________. a. fur trade b. complete annihilation of the Native American tribes in Canada c. discovery of huge amounts of gold d. conversion of the Indians to Catholicism e. withdrawal of the Spanish Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_01_20_The French Claim Canada_Remember_LO 1.5 Topic: The French Claim Canada Skill: Remember the Facts Objective: 1.5 What was the character of the French empire in Canada?

21) Which of the following is most closely related to French fur trading in the New World? a. Recollects b. Samuel de Champlain c. encomiendas d. coureurs de bois e. “Sea Dogs” Answer: D Difficulty: 1 – Easy Question ID: TB_01_21_The French Claim Canada_Remember_LO 1.5 Topic: The French Claim Canada Skill: Remember the Facts Objective: 1.5 What was the character of the French empire in Canada?

22) What sixteenth-century European upheaval had a profound impact upon England’s settlement of the New World? a. the Crusades b. the War of the Roses c. the Reformation d. the Hundred Years’ War e. the experience of the Marian exiles Answer: C Difficulty: 1 – Easy Question ID: TB_01_22_The English Take Up the Challenge_Remember_LO 1.6 Topic: The English Take Up the Challenge Skill: Remember the Facts Objective: 1.6 Why did England not participate in the early competition for New World colonies?

23) The English monarch responsible for consolidating the Protestant Reformation and restoring English nationalism was __________. a. Henry VII b. Henry VIII c. Elizabeth I d. Mary Tudor e. James I Answer: C Difficulty: 1 – Easy Question ID: TB_01_23_The English Take Up the Challenge_Remember_LO 1.6 Topic: The English Take Up the Challenge Skill: Remember the Facts Objective: 1.6 Why did England not participate in the early competition for New World colonies?

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Brands, American Stories 3e Test Bank 24) The mission of the Spanish Armada was to __________. a. suppress a revolt in the Netherlands b. defend Queen Elizabeth I of England against challenges to her rule c. eliminate Queen Elizabeth I and make England a Catholic country d. replace Queen Elizabeth I with Mary Queen of Scots e. get revenge against the English for their seizure of Spanish treasure galleons Answer: C Difficulty: 1 – Easy Question ID: TB_01_24_The English Take Up the Challenge_Remember_LO 1.6 Topic: The English Take Up the Challenge Skill: Remember the Facts Objective: 1.6 Why did England not participate in the early competition for New World colonies?

25) In the 1580s, the English attempted to make a settlement at __________. a. Jamestown b. Newfoundland c. Plymouth d. Hatteras e. Roanoke Answer: E Difficulty: 1 – Easy Question ID: TB_01_25_The English Take Up the Challenge_Remember_LO 1.6 Topic: The English Take Up the Challenge Skill: Remember the Facts Objective: 1.6 Why did England not participate in the early competition for New World colonies?

26) Which identifies the most important result of the domestication of maize (corn), beans, and squash by some Native American groups? a. People gained greater control over their environments. b. People stopped hunting mammals. c. People evolved into a single continental cultural unit. d. People were able to continue a wandering, hunting lifestyle. e. People moved closer to the coasts where the land was more fertile.

Answer: A Difficulty: 2 – Moderate Question ID: TB_01_26_Native Americans Before the Conquest_Understand_LO 1.1 Topic: Native Americans Before the Conquest Skill: Understand the Connections Objective: 1.1 What explains cultural differences among Native American groups before European conquest?

27) At the time Europeans arrived, the societies of central Mexico __________. a. included large cities ruled by effective bureaucracies b. used iron and bronze tools and weapons c. did not practice intensive agriculture d. were composed of small, isolated tribes e. were hunter-gatherers 8 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 1 – Easy Question ID: TB_01_27_Native Americans Before the Conquest_Understand_LO 1.1 Topic: Native Americans Before the Conquest Skill: Understand the Connections Objective: 1.1 What explains cultural differences among Native American groups before European conquest?

28) Which best describes how divisions among Algonquin groups helped facilitate European conquest of their lands? a. Algonquin groups were so busy fighting each other that they did not notice the European arrivals. b. Algonquin groups divided into two powerful leagues, one of which sided with the English. c. Algonquin groups could not communicate with each other and thus could not warn each other of European invaders. d. Algonquin groups had a strict hierarchy that made it much easier for Europeans to conquer them. e. Algonquin groups were more willing to ally themselves with foreigners than with other Algonquin groups.

Answer: E Difficulty: 2 – Moderate Question ID: TB_01_28_Native Americans Before the Conquest_Understand_LO 1.1 Topic: Native Americans Before the Conquest Skill: Understand the Connections Objective: 1.1 What explains cultural differences among Native American groups before European conquest?

29) Which best describes how Native American groups initially interacted with European explorers? a. Native American groups were eager to trade with the Europeans. b. Native American groups ignored the Europeans. c. Native American groups aggressively attacked the Europeans. d. Native American groups were helpless when attacked by the Europeans. e. Native American groups were reluctant to trade with the Europeans.

Answer: A Difficulty: 2 – Moderate Question ID: TB_01_29_Conditions of Conquest_Understand_LO 1.2 Topic: Conditions of Conquest Skill: Understand the Connections Objective: 1.2 How did Europeans interact with West Africans and Native Americans during the fifteenth through seventeenth centuries?

30) Which characteristic did most eastern North American Indian cultures share? a. Eastern Native Americans were united and spoke a common language. b. Eastern Native American tribes were ruled by a central leader from the most powerful tribe. c. Eastern Native Americans waged wars with large numbers of causalities to settle territorial disputes. d. Eastern Native American bands were patrilineal. e. Eastern Native American tribes were willing to align themselves with Europeans against other tribes.

Answer: E 9 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_01_30_Conditions of Conquest_Understand_LO 1.2 Topic: Conditions of Conquest Skill: Understand the Connections Objective: 1.2 How did Europeans interact with West Africans and Native Americans during the fifteenth through seventeenth centuries?

31) What was the main result of the deadly diseases brought to the New World by Europeans? a. an extremely high mortality rate among the natives, destroying the culture of many tribes b. a diminution of these diseases throughout Europe c. some deaths, but a low number compared to those caused by warfare between Native Americans and Europeans d. a death rate high only where Native Americans lived in low concentrations e. no significant deaths, since Native Americans were already immune to these diseases Answer: A Difficulty: 1 – Easy Question ID: TB_01_31_Conditions of Conquest_Understand_LO 1.2 Topic: Conditions of Conquest Skill: Understand the Connections Objective: 1.2 How did Europeans interact with West Africans and Native Americans during the fifteenth through seventeenth centuries?

32) During the era of the European slave trade, West Africans __________. a. were quite isolated from the rest of the world b. had a simple, self-sufficient economy c. had a single monolithic culture that covered most of the African continent d. were increasingly being converted by Muslim missionaries e. were united by a single language Answer: D Difficulty: 1 – Easy Question ID: TB_01_32_Conditions of Conquest_Understand_LO 1.2 Topic: Conditions of Conquest Skill: Understand the Connections Objective: 1.2 How did Europeans interact with West Africans and Native Americans during the fifteenth through seventeenth centuries?

33) Why were Scandinavian outposts in the New World eventually abandoned? a. lack of leadership b. lack of available resources for survival c. attacks by the Spanish Armada d. competition with Portuguese fishing groups e. poor lines of communication Answer: E

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_01_33_Europe on the Eve of Conquest_Understand_LO 1.3 Topic: Europe on the Eve of Conquest Skill: Understand the Connections Objective: 1.3 What factors explain Spain’s central role in New World exploration and colonization?

34) Why did the Portuguese reject Columbus’s proposed route to Cathay? a. They wanted Columbus to sail to India, not Cathay. b. They believed that Columbus had underestimated the Earth’s circumference. c. They did not believe that the Earth had a spherical shape. d. They believed that Columbus had no intention of reaching Cathay and was presenting a false route simply to gain monetary support. e. They thought that Columbus would encounter too many hostile Indians on his proposed route.

Answer: B Difficulty: 1 – Easy Question ID: TB_01_34_Europe on the Eve of Conquest_Understand_LO 1.3 Topic: Europe on the Eve of Conquest Skill: Understand the Connections Objective: 1.3 What factors explain Spain’s central role in New World exploration and colonization?

35) Why was “America” named after Amerigo Vespucci? a. Vespucci published a falsified travel account that convinced mapmakers that he had proved America was separate from Asia. b. Vespucci had been on Columbus’s last voyage, but unlike Columbus realized that they had found a new continent. c. Vespucci’s travels to the Americas brought great wealth to Spain, and he was rewarded with a continent named for him. d. Vespucci was the first person to make contact with what is now the Bahamas, and the continent he reached was named after him. e. Vespucci convinced the king and queen of Spain that Columbus had falsified reports of his travels, and proved that it was he who had been the first to reach the Americas.

Answer: A Difficulty: 2 – Moderate Question ID: TB_01_35_Europe on the Eve of Conquest_Understand_LO 1.3 Topic: Europe on the Eve of Conquest Skill: Understand the Connections Objective: 1.3 What factors explain Spain’s central role in New World exploration and colonization?

36) Which identifies a key reason for why Cortés was able to conquer Montezuma, the Aztec emperor? a. Montezuma’s unarmored horsemen were unable to fight the armored horses that Cortés brought with him. b. Cortés convinced the Aztecs to fight against their own corrupt leader, Montezuma. c. Cortés and his men overwhelmingly outnumbered the Aztecs. d. Cortés was able to recruit thousands of nearby Native Americans who helped him defeat Montezuma. e. Montezuma believed that the Spaniards were gods and did not resist them at first.

Answer: E 11 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_01_36_Spain in the Americas_Understand_LO 1.4 Topic: Spain in the Americas Skill: Understand the Connections Objective: 1.4 How did Spanish conquest of Central and South America transform Native American cultures?

37) How did the Historia de las Indias change the colonization of the New World? a. It helped the Spanish recognize that they needed to be ruthless in order to prevail. b. It helped the Spanish recognize that they needed to reform in order to prevail. c. It helped the Spanish recognize that there was no way that they would be able to prevail over the powerful empires in the New World. d. It helped the Spanish recognize that Spanish culture was vastly superior to native culture. e. It helped the Spanish recognize that Spanish culture was vastly inferior to native culture.

Answer: B Difficulty: 2 – Moderate Question ID: TB_01_37_Spain in the Americas_Understand_LO 1.4 Topic: Spain in the Americas Skill: Understand the Connections Objective: 1.4 How did Spanish conquest of Central and South America transform Native American cultures?

38) Why was the wealth that Spain acquired from the New World considered to be a mixed blessing? a. Spain was forced to send a large proportion of its population to the New World to help ship gold and silver back to Spain. b. The Spanish got wealthy from silver and gold in the New World, but lost most of their army and navy in battles with Native Americans. c. Spain only used the New World as a source of wealth; it did not consider establishing real settlements there. d. Great inflation for ordinary Spaniards resulted from Spain’s quick acquisition of its wealth. e. The Spanish who got wealthy very quickly did not know how to manage their wealth and lost it just as quickly.

Answer: D Difficulty: 2 – Moderate Question ID: TB_01_38_Spain in the Americas_Understand_LO 1.4 Topic: Spain in the Americas Skill: Understand the Connections Objective: 1.4 How did Spanish conquest of Central and South America transform Native American cultures?

39) Which statement best describes how the early English and French colonists viewed Native Americans? a. The English colonists viewed Native Americans as valuable trading partners; the French viewed them as obstacles to dominating the fur trade. b. The English colonists viewed Native Americans as teachers of farming techniques; the French viewed them as good trading partners. c. The English colonists viewed Native Americans as obstacles to settling the land; the French viewed them as valuable economic partners.

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Brands, American Stories 3e Test Bank d. Both English and French colonists viewed Native Americans as obstacles to settling the land in North America. e. The English colonists viewed Native Americans as potential converts to Christianity; the French viewed them as good trading partners.

Answer: C Difficulty: 2 – Moderate Question ID: TB_01_39_The French Claim Canada_Understand_LO 1.5 Topic: The French Claim Canada / The English Take Up the Challenge Skill: Understand the Connections Objective: 1.5 What was the character of the French empire in Canada?, 1.6 Why did England not participate in the early competition for New World colonies?

40) What was the main deterrent to a French dream of a vast American empire? a. poor relations with the Indians of Canada and the West b. the French government’s indifference to affairs in the New World c. too many French settlers moving to the New World too quickly d. an inability to find anything of economic consequence in the New World e. too much competition with the English settlers over land in the New World Answer: B Difficulty: 2 – Moderate Question ID: TB_01_40_The French Claim Canada_Understand_LO 1.5 Topic: The French Claim Canada Skill: Understand the Connections Objective: 1.5 What was the character of the French empire in Canada?

41) How did international diplomacy hinder England’s early entry into New World colonization? a. The English were reluctant to enter the New World because colonization threatened their alliance with Spain. b. The English were reluctant to enter the New World because colonization threatened their alliance with France. c. The English were reluctant to enter the New World because colonization would force Spain to ally itself with Portugal and France. d. The English were reluctant to enter the New World because they did not want to cause problems with the Pope. e. The English were reluctant to enter the New World because colonization threatened their trading agreements with the Dutch.

Answer: A Difficulty: 3 – Difficult Question ID: TB_01_41_The English Take Up the Challenge_Understand_LO 1.6 Topic: The English Take Up the Challenge Skill: Understand the Connections Objective: 1.6 Why did England not participate in the early competition for New World colonies?

42) Which of the following identifies the main catalyst for the Protestant Reformation in England in the 1500s? a. Henry VII’s severing of all ties with the pope b. the Act of Supremacy 13 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank c. the death of Edward VI d. the transfer to private owners of land belonging to the Catholic Church e. Henry VIII’s wish to dissolve his marriage to Catherine of Aragon Answer: E Difficulty: 2 – Moderate Question ID: TB_01_42_The English Take Up the Challenge_Understand_LO 1.6 Topic: The English Take Up the Challenge Skill: Understand the Connections Objective: 1.6 Why did England not participate in the early competition for New World colonies?

43) Who supported the first colonization efforts undertaken by the English in the New World? a. the English king b. Italians acting for the English monarch c. Parliament d. fleeing Catholics e. private individuals Answer: E Difficulty: 2 – Moderate Question ID: TB_01_43_The English Take Up the Challenge_Understand_LO 1.6 Topic: The English Take Up the Challenge Skill: Understand the Connections Objective: 1.6 Why did England not participate in the early competition for New World colonies?

44) Why was English Protestantism able to spread so successfully in the 1500s? a. widely popular dissatisfaction with the clergy b. the fact that Martin Luther and John Calvin were both English c. the fervent Catholicism of the Tudor Kings d. the English hostility to the French Huguenots e. Mary I becoming queen of England Answer: A Difficulty: 2 – Moderate Question ID: TB_01_44_The English Take Up the Challenge_Understand_LO 1.6 Topic: The English Take Up the Challenge Skill: Understand the Connections Objective: 1.6 Why did England not participate in the early competition for New World colonies?

45) Which of the following is incorrectly matched with its colony? a. France – Canada b. Portugal – Brazil c. Spain – Puerto Rico d. England – Cuba e. Spain – Mexico Answer: D

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_01_45_Spain in the Americas_Understand_LO 1.4 Topic: Spain in the Americas / The French Claim Canada / The English Take Up the Challenge Skill: Understand the Connections Objective: 1.4 How did Spanish conquest of Central and South America transform Native American cultures?, 1.5 What was the character of the French empire in Canada?, 1.6 Why did England not participate in the early competition for New World colonies?

46) Why was the Roanoke settlement doomed from its inception? a. The chosen settlers were ill-prepared for the conditions. b. The Spanish Armada patrolled the Atlantic seaboard. c. Queen Elizabeth was against the venture. d. There were too many religious conflicts. e. England was distracted because of its preparations for war.

Answer: E Difficulty: 2 – Moderate Question ID: TB_01_46_The English Take Up the Challenge_Understand_LO 1.6 Topic: The English Take Up the Challenge Skill: Understand the Connections Objective: 1.6 Why did England not participate in the early competition for New World colonies?

47) How did Richard Hakluyt keep the dream of colonizing America alive? a. He explored the New World and brought exotic products back to England. b. He interviewed explorers and propagandized their stories in a popular book. c. He started a successful colony that made reasonably good profits. d. He wrote a work on the variety and cultural diversity of Native Americans. e. He wrote a fictional story about a settlement but claimed it was a factual account.

Answer: B Difficulty: 2 – Moderate Question ID: TB_01_47_The English Take Up the Challenge_Understand_LO 1.6 Topic: The English Take Up the Challenge Skill: Understand the Connections Objective: 1.6 Why did England not participate in the early competition for New World colonies?

48) Which is the best interpretation of historian Davis Eltis’s statement: “In terms of immigration alone . . . America was an extension of Africa rather than Europe until the late nineteenth century”? a. The colonists set up communities in the New World that were much closer to the communities of Africa than to those of Europe. b. Many European colonists gave up the traditional ways of their homelands, while people brought to America from Africa retained most of their traditions. c. The new colonies were governed in ways that were unlike any kind of European government and more like African governments. d. Africans were not the largest group to immigrate to America, but they had the greatest influence on the new colonies. e. More Africans than Europeans came to North America in the early years of colonization.

Answer: E 15 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_01_48_Conditions of Conquest_Analyze_LO 1.2 Topic: Conditions of Conquest Skill: Analyze It Objective: 1.2 How did Europeans interact with West Africans and Native Americans during the fifteenth through seventeenth centuries?

49) What was the key difference between the English and Spanish colonial systems? a. The English crown totally funded the colonies, while the Spanish Crown offered little aid to its colonizers. b. The English efforts were private, and the Spanish colonies were supported by the Crown. c. The English settled the interior lands, while the Spanish settled primarily in coastal regions. d. Religion played a central role in all the English colonies, but had little or no impact in New Spain. e. The English were more concerned with finding wealth in the New World, while the Spanish wanted to establish permanent settlements.

Answer: B Difficulty: 2 – Moderate Question ID: TB_01_49_Spain in the Americas_Analyze_LO 1.4 Topic: Spain in the Americas / The English Take Up the Challenge Skill: Analyze It Objective: 1.4 How did Spanish conquest of Central and South America transform Native American cultures?, 1.6 50) Which is the best description of the most important message Richard Hakluyt’s stories communicated to European readers? a. Readers were convinced that the New World was a paradise that was theirs for the taking, and they paid little regard to the native people already living there. b. Readers were cautioned not to settle in the New World without first being aware of the potential dangers that they could face. c. Readers were convinced that the Native Americans were agreeable and eager to help them get settled in exchange for trading new ideas and goods. d. Readers were warned to be sensitive to the concerns of Native Americans and not to treat the New World as a place that was simply theirs for the taking. e. Readers were convinced that they would find precious metals in North America, and Hakluyt’s stories told them where to find those precious metals.

Answer: A Difficulty: 3 – Difficult Question ID: TB_01_50_The English Take Up the Challenge_Analyze_LO 1.6 Topic: The English Take Up the Challenge Skill: Analyze It Objective: 1.6 Why did England not participate in the early competition for New World colonies?

Essay Questions 51) Compare the cultures that could be found in the New World prior to the arrival of Europeans. Why were some Native American groups more advanced than others in the same region?

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_01_51_Native Americans Before the Conquest_Analyze_LO 1.1 Topic: Native Americans Before the Conquest Skill: Analyze It Objective: 1.1 What explains cultural differences among Native American groups before European conquest?

52) Describe the Spanish conquest of Central and South America. How did this conquest transform Native American cultures?

Difficulty: 3 – Difficult Question ID: TB_01_52_Conditions of Conquest_Analyze_LO 1.2 Topic: Conditions of Conquest / Spain in the Americas Skill: Analyze It Objective: 1.2 How did Europeans interact with West Africans and Native Americans during the fifteenth through seventeenth centuries?, 1.4 How did Spanish conquest of Central and South America transform Native American cultures?

53) Compare and contrast the factors that attracted the Spanish, the French, and the English to the New World.

Difficulty: 3 – Difficult Question ID: TB_01_53_Spain in the Americas_Analyze_LO 1.4 Topic: Spain in the Americas / The French Claim Canada / The English Take Up the Challenge Skill: Analyze It Objective: 1.4 How did Spanish conquest of Central and South America transform Native American cultures?, 1.5 What was the character of the French empire in Canada?, 1.6 Why did England not participate in the early competition for New World colonies?

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Brands, American Stories 3e Test Bank

Chapter 2: England’s New World Experiments, 1607 - 1732 Multiple-Choice Questions 1) English settlers in seventeenth-century America could be characterized best in terms of their __________. a. striking social diversity b. similarity to French and Spanish migrants of the same period c. unity of purpose and motivation d. desire to help each other e. homogeneity Answer: A Difficulty: 1 – Easy Question ID: TB_02_01_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

2) Upon arriving in the New World, English settlers __________. a. quickly abandoned English beliefs and values b. generally adapted old beliefs to the new environment c. rarely were forced to significantly change their old English ways d. usually adopted the customs of the local Indian tribes as a way to survive e. immediately focused on converting the Native Americans Answer: B Difficulty: 1 – Easy Question ID: TB_02_02_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

3) To resolve the problem of the vast expenses New World settlement required, English merchantcapitalists introduced the concept of __________. a. proprietorship b. primogeniture c. the joint-stock company d. feudalism e. mercantilism Answer: C Difficulty: 1 – Easy Question ID: TB_02_03_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

18 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 4) The purpose of new English companies to finance New World settlements was to ________. a. compete for large capital investment b. promise immense wealth to investors c. encourage “limited liability” for the investors d. finance the expense of gaining a royal charter e. get around religious restrictions on investment profits Answer: C Difficulty: 2 – Moderate Question ID: TB_02_04_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

5) The __________ Company was responsible for the settlement of Jamestown in Virginia. a. New England b. Royal African c. Virginia d. American e. New World Answer: C Difficulty: 1 – Easy Question ID: TB_02_05_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

6) Religious reasons were least important in the founding of which colony? a. Massachusetts b. Rhode Island c. Maryland d. Virginia e. Pennsylvania Answer: D Difficulty:2 – Moderate Question ID: TB_02_06_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic:Breaking Away—Decisions to Move to America Skill:Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

7) The selection of a site for Jamestown was based primarily on the settlers’ __________. a. fear of surprise attacks b. desire for a healthful place to live c. belief that friendly Indians lived nearby d. need for close proximity to the open ocean e. fear of diseases in the swamps 19 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 2 – Moderate Question ID: TB_02_07_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

8) Jamestown might have gone the way of Roanoke had it not been for the perseverance of __________. a. John Winthrop b. Captain John Smith c. Pocahontas d. Richard Hakluyt e. Cotton Mather Answer: B Difficulty: 1 – Easy Question ID: TB_02_08_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

9) Jamestown’s prosperity was ensured by __________. a. the discovery of gold b. the development of fur trading c. royal financial support d. tobacco cultivation e. potato cultivation Answer: D Difficulty: 1 – Easy Question ID: TB_02_09_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

10) The man who taught Virginians how to grow tobacco was __________. a. Captain John Smith b. Powhatan c. John Rolfe d. Sir Edwin Sandys e. the Duke of Marlboro Answer: C Difficulty: 1 – Easy Question ID: TB_02_10_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

11) The attitude of King James I toward tobacco __________.

20 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank a. demonstrated his concern for the health of his people b. showed that, in the end, he valued revenue more than good health c. changed very little during the course of his reign d. was strongly influenced by his own habit of smoking e. was influenced by its use in Indian religious rites Answer: B Difficulty: 2 – Moderate Question ID: TB_02_11_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

12) Under the “headright” system in Virginia, __________. a. every adult male could vote b. every child was guaranteed a primary education c. all new arrivals received 50-acre land grants after they had paid for their passage d. new immigrants were guaranteed a year’s provisions e. every new settler was entitled to one slave Answer: C Difficulty: 1 – Easy Question ID: TB_02_12_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

13) After 1618, the Virginia Company’s principal means of attracting new settlers was __________. a. the granting of religious freedom b. liberal suffrage requirements c. a system of land grants d. payment of passage by the company e. impressment Answer: C Difficulty: 1 – Easy Question ID: TB_02_13_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

14) In which colony was the death rate for the early colonists most severe? a. Massachusetts b. New York c. Rhode Island d. Virginia e. Pennsylvania Answer: D 21 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_02_14_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

15) In 1624, Virginia became __________. a. an independent commonwealth b. a proprietary colony c. a royal colony d. part of Maryland e. the primary destination for female settlers Answer: C Difficulty: 1 – Easy Question ID: TB_02_15_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

16) Initially, Lord Baltimore intended that Maryland be a haven for __________. a. Quakers b. Puritans c. Catholics d. Baptists e. Separatists Answer: C Difficulty: 1 – Easy Question ID: TB_02_16_Breaking Away—Decisions to Move to America_Remember_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Remember the Facts Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

17) The document in which the Pilgrims established a civil government for their Plymouth Colony has become known as the __________. a. Bill of Rights b. Mayflower Compact c. Statement of Principles d. Cambridge Agreement e. Plymouth Agreement Answer: B Difficulty: 1 – Easy Question ID: TB_02_17_A "New" England in America_Remember_LO 2.2 Topic: A "New" England in America Skill: Remember the Facts Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

18) Seventeenth-century English Puritans __________.

22 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank a. were only a tiny minority of all Englishmen b. were committed to significant institutional change c. were firmly supportive of the status quo d. accepted the tenets of Catholicism with reservations e. were neurotic and self-righteous Answer: B Difficulty: 2 – Moderate Question ID: TB_02_18_A "New" England in America_Remember_LO 2.2 Topic: A "New" England in America Skill: Remember the Facts Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

19) King Charles I disbanded Parliament in 1629 because he could not deal with intense criticism from the __________. a. Puritans b. Baptists c. Catholics d. Anglicans e. Presbyterians Answer: A Difficulty: 2 – Moderate Question ID: TB_02_19_A "New" England in America_Remember_LO 2.2 Topic: A "New" England in America Skill: Remember the Facts Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

20) The Puritans of Massachusetts Bay believed that the best way to reform the Church of England was to __________. a. separate from it and reform it from the outside b. rely on help from the English monarchy c. remain in the Church and reform it from the inside d. refuse to associate with it in any way e. actively work to destroy the tenets with which they disagreed Answer: C Difficulty: 2 – Moderate Question ID: TB_02_20_A "New" England in America_Remember_LO 2.2 Topic: A "New" England in America Skill: Remember the Facts Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

21) To its founding leaders, __________ would be a “City on a Hill.” a. Rhode Island b. Connecticut c. Maryland d. Pennsylvania e. Massachusetts 23 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: E Difficulty: 1 – Easy Question ID: TB_02_21_A "New" England in America_Remember_LO 2.2 Topic: A "New" England in America Skill: Remember the Facts Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

22) Because of its policy of religious toleration, __________ attracted unusual numbers of independentminded people. a. Maryland b. Connecticut c. Pennsylvania d. New York e. Rhode Island Answer: E Difficulty: 2 – Moderate Question ID: TB_02_22_A "New" England in America_Remember_LO 2.2 Topic: A "New" England in America Skill: Remember the Facts Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

23) The English takeover of New Netherland (which was subsequently renamed New York) __________. a. had little immediate effect on the colony b. was followed by the expulsion of the Dutch c. led to the prompt creation of a legislature d. met with armed resistance by the Dutch e. sparked a war between the English and the Dutch Answer: A Difficulty: 2 – Moderate Question ID: TB_02_23_Diversity in the Middle Colonies_Remember_LO 2.3 Topic: Diversity in the Middle Colonies Skill: Remember the Facts Objective: 2.3 How did ethnic diversity shape the development of the Middle Colonies?

24) The colony of Pennsylvania was established as a religious sanctuary for __________. a. Puritans b. Catholics c. Baptists d. Quakers e. Presbyterians Answer: D Difficulty: 1 – Easy Question ID: TB_02_24_Diversity in the Middle Colonies_Remember_LO 2.3 Topic: Diversity in the Middle Colonies Skill: Remember the Facts Objective: 2.3 How did ethnic diversity shape the development of the Middle Colonies?

24 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 25) Large numbers of the first English settlers in the Carolinas came from __________. a. Ireland b. Barbados c. Rhode Island d. Jamaica e. the Virgin Islands Answer: B Difficulty: 1 – Easy Question ID: TB_02_25_Planting the Southern Colonies_Remember_LO 2.4 Topic: Planting the Southern Colonies Skill: Remember the Facts Objective: 2.4 How was the founding of the Carolinas different from the founding of Georgia?

26) Which best summarizes the pattern of English kings in colonizing North America? a. They followed a precise plan of geographic development. b. They tried to separate the colonies into distinct groups, based on economics, politics, religion, and labor system. c. They negotiated treaties with the Indians. d. They followed no plan and distributed the land haphazardly, creating overlapping territorial claims. e. They awarded colonial charters only to the most wealthy individuals in order to guarantee success for the new colonies.

Answer: B Difficulty: 2 – Moderate Question ID: TB_02_26_Breaking Away—Decisions to Move to America_Understand_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Understand the Connections Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

27) What was a major factor stimulating English migration to the New World? a. a desire to establish a democratic form of government b. the discovery of mineral resources c. escape from the plague d. laws that forced the migration of the poorer classes e. a desire for land ownership Answer: E Difficulty: 2 – Moderate Question ID: TB_02_27_Breaking Away—Decisions to Move to America_Understand_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Understand the Connections Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

28) Which is the best description of the settlers in the early days of the Virginia Colony? a. They were about evenly divided between men and women. b. They were well-prepared to establish a colonial outpost. c. They preferred to search for riches rather than farm. d. They had few troubles except for unfriendly Indians. e. They organized a successful community government.

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Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_02_28_Breaking Away—Decisions to Move to America_Understand_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Understand the Connections Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

29) The first three years of Jamestown’s history witnessed __________. a. terrible hardship and suffering b. the discovery of gold and silver c. successful attempts at growing many profitable crops d. the establishment of a representative form of government e. the erection of the first Christian church in North America Answer: A Difficulty: 1 – Easy Question ID: TB_02_29_Breaking Away—Decisions to Move to America_Understand_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Understand the Connections Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

30) What eventually solved the economic problems of seventeenth-century Virginia? a. cultivation of tobacco b. reorganization of the joint-stock company c. a successful agreement with the Native Americans d. trading with Barbados e. stopping the import of goods from England Answer: A Difficulty: 1 – Easy Question ID: TB_02_30_Breaking Away—Decisions to Move to America_Understand_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Understand the Connections Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

31) Indentured servants __________. a. were working off the cost of their passage to America b. served the same number of years regardless of age or experience c. had no more legal rights than slaves d. received grants of land when their terms were up e. usually lived long enough to complete their terms of service Answer: A Difficulty: 2 – Moderate Question ID: TB_02_31_Breaking Away—Decisions to Move to America_Understand_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Understand the Connections Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

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Brands, American Stories 3e Test Bank 32) Those who migrated to the Chesapeake Bay area as indentured servants were __________. a. usually from the dregs of English society b. English farmers who saw a better future in the New World c. normally single, lower-class males in their teens or early twenties d. married individuals who came with their families e. generally convicted criminals who traded jail time in England for indentures Answer: C Difficulty: 2 – Moderate Question ID: TB_02_32_Breaking Away—Decisions to Move to America_Understand_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Understand the Connections Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

33) In 1622, the Native American tribes of Virginia __________. a. attacked the English settlements b. formed an alliance with the Native American tribes of New England c. established permanently good relations with the English settlers d. learned from the English settlers how to grow tobacco e. migrated westward to avoid future contact with settlers Answer: A Difficulty: 1 – Easy Question ID: TB_02_33_Breaking Away—Decisions to Move to America_Understand_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Understand the Connections Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

34) The original boundaries of Maryland presented a problem to colonists because they __________. a. were vaguely defined b. accidentally crossed into Virginia c. did not extend to the coast d. cut through territory of the Algonquin e. extended much farther than Charles I had planned Answer: A Difficulty: 2 – Moderate Question ID: TB_02_34_Breaking Away—Decisions to Move to America_Understand_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Understand the Connections Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

35) Lord Baltimore’s settlement in Maryland __________. a. became a successful feudal outpost in America b. declared war on Virginia in 1639 c. never succeeded in becoming a feudal society d. became a haven for persecuted Protestants e. was a total failure Answer: C 27 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_02_35_Breaking Away—Decisions to Move to America_Understand_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Understand the Connections Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

36) Which identifies why the Mayflower Compact is considered an important historical document? a. It was the first example of colonists describing the hardships endured on a voyage to the New World. b. It was a legal document that authenticated the Pilgrims’ right to settle in New England. c. It included a list of the passengers on the Mayflower who became the first New England colonists. d. It was the first example of colonists forming a basic government in North America. e. It was the first example of colonists negotiating a treaty with Native Americans in North America.

Answer: D Difficulty: 2 – Moderate Question ID: TB_02_36_A "New" England in America_Understand_LO 2.2 Topic: A "New" England in America Skill: Understand the Connections Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

37) The Pilgrims, who left Holland to settle in America, __________. a. were non-Separatists from the Church of England b. feared their way of life was being undermined by the ways of their Dutch hosts c. had few alternatives because they were harassed by the Dutch d. arrived in Virginia, even though their destination was Massachusetts Bay e. were Catholic radicals eager to overthrow England’s monarchy Answer: B Difficulty: 2 – Moderate Question ID: TB_02_37_A "New" England in America_Understand_LO 2.2 Topic: A "New" England in America Skill: Understand the Connections Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

38) Which describes the Puritans’ attitude toward the Church of England in the early seventeenth century? a. They wanted to separate from the Church and form their own congregation. b. They believed that the Church did not align itself closely enough with the Pope. c. They supported the English kings, not the bishops, as their spiritual leaders. d. They felt that the Church had lost too many Catholic rituals to be meaningful. e. They wanted to improve the Church of England from within.

Answer: E Difficulty: 1 – Easy Question ID: TB_02_38_A "New" England in America_Understand_LO 2.2 Topic: A "New" England in America Skill: Understand the Connections Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

28 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 39) How did someone become a member of a church in the Massachusetts Bay Colony? a. The person became part of whatever church was in his or her community. b. A person who already belonged to the church had to provide testimony for anyone new who wanted to join. c. A new member had to wait a full year after applying to the church in order to prove that he or she was a worthy citizen. d. A person had to perform community service before being allowed to join a community church. e. The church community would vote in order to decide whether to let a new member in.

Answer: C Difficulty: 2 – Moderate Question ID: TB_02_39_A "New" England in America_Understand_LO 2.2 Topic: A "New" England in America Skill: Understand the Connections Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

40) Which is the only category in which seventeenth-century colonists in Massachusetts were more successful than Virginia’s colonists? a. relating to the Indians b. establishing the Anglican Church c. finding a profitable staple crop d. adopting a concept of community welfare e. collecting taxes to pay for community services Answer: D Difficulty: 2 – Moderate Question ID: TB_02_40_A "New" England in America_Understand_LO 2.2 Topic: A "New" England in America Skill: Understand the Connections Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

41) How did Roger Williams’s religious ideas clash with those of the Puritans? a. Williams believed that settlers in the Massachusetts Bay Colony who had unconventional religious views should be punished by the colonial leaders. b. Williams felt that it was not enough to purify the Church of England from within, but that separation from it was required. c. Williams believed that rather than separating from the Church of England, the Puritans should try to improve it. d. Williams did not support religious toleration and insisted that the members of the Church of England try to preserve their own freedom of worship. e. Williams believed that colonial leaders could not also be religious leaders.

Answer: B Difficulty: 2 – Moderate Question ID: TB_02_41_A "New" England in America_Understand_LO 2.2 Topic: A "New" England in America Skill: Understand the Connections Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

29 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 42) Anne Hutchinson’s skillful self-defense at her trial before the magistrates of Massachusetts Bay was ruined by __________. a. her affinity for the dictum of works b. her claim of personal revelation c. her reliance on the Scriptures d. her rejection of free grace e. the fact that she was female Answer: B Difficulty: 2 – Moderate Question ID: TB_02_42_A "New" England in America_Understand_LO 2.2 Topic: A "New" England in America Skill: Understand the Connections Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

43) Which best describes how the colony of New York was settled? a. New York was originally settled by the Duke of York and subsequently became Dutch. b. New York was originally settled by the Dutch and then taken by force by the English. c. New York was settled exclusively by the Dutch without African Americans or any other group. d. New York was settled originally by African Americans who were later pushed out by the English. e. New York was settled originally by the French who were later pushed out by the Dutch.

Answer: B Difficulty: 2 – Moderate Question ID: TB_02_43_Diversity in the Middle Colonies_Understand_LO 2.3 Topic: Diversity in the Middle Colonies Skill: Understand the Connections Objective: 2.3 How did ethnic diversity shape the development of the Middle Colonies?

44) Seventeenth-century Quakers were known for their __________. a. aggressive and overbearing personalities b. belief in personal humility and pacifism c. concept of predestination d. unwillingness to seek the conversion of others e. belief in the necessity of an educated clergy Answer: B Difficulty: 2 – Moderate Question ID: TB_02_44_Diversity in the Middle Colonies_Understand_LO 2.3 Topic: Diversity in the Middle Colonies Skill: Understand the Connections Objective: 2.3 How did ethnic diversity shape the development of the Middle Colonies?

45) Why was William Penn’s Frame of Government remarkable for its time? a. It included more personal liberties than those found in other English colonies. b. It denied the right of due process for citizens. c. It established the Quaker religion in Pennsylvania. d. It granted freedom of conscience to all except Catholics. e. It prevented the religious rule of the Church of England.

30 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 2 – Moderate Question ID: TB_02_45_Diversity in the Middle Colonies_Understand_LO 2.3 Topic: Diversity in the Middle Colonies Skill: Understand the Connections Objective: 2.3 How did ethnic diversity shape the development of the Middle Colonies?

46) Which made the economy of Carolina different from the other southern colonies? a. Carolina’s economy was based on slavery and cotton. b. Carolina’s economy was as diverse as that of the Middle Colonies. c. Carolina’s economy became dependent on rice as a staple. d. Carolina’s economy was based on selling slaves and rum. e. Carolina’s economy was based on sugar, which was easy to grow in the colony.

Answer: C Difficulty: 2 – Moderate Question ID: TB_02_46_Planting the Southern Colonies_Understand_LO 2.4 Topic: Planting the Southern Colonies Skill: Understand the Connections Objective: 2.4 How was the founding of the Carolinas different from the founding of Georgia?

47) Why did the new colonists of Georgia demand slaves? a. Farmers were given so many acres of land that they felt they could not farm efficiently without slaves. b. The main crop of Georgia, tobacco, could be cultivated only with slave labor. c. The colonists felt that since they had no voice in government, they needed a class of people even lower on the social rung than they were. d. The English settlers in Georgia were used to having slaves and demanded that they could not get along without them. e. The colonists believed that they could compete economically with South Carolina only if they were allowed to have slaves.

Answer: E Difficulty: 2 – Moderate Question ID: TB_02_47_Planting the Southern Colonies_Understand_LO 2.4 Topic: Planting the Southern Colonies Skill: Understand the Connections Objective: 2.4 How was the founding of the Carolinas different from the founding of Georgia?

48) The lives of Roger Williams and Anne Hutchinson provide strong evidence that __________. a. Puritans seldom disagreed on matters of theology b. Massachusetts Bay officials insisted on freedom of religious thought and expression c. Massachusetts Bay faced difficulties in creating the perfect society in America d. Massachusetts Bay Colony sent preachers to frontiers as missionaries to the Indians e. most Puritans had wanted to break away from the Church of England Answer: C

31 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_02_48_A "New" England in America_Analyze_LO 2.2 Topic: A "New" England in America Skill: Analyze It Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

49) How did the religious beliefs of the Quakers compare to those of the Puritans? a. Both rejected the Church of England and wanted to separate and form their own new religions. b. The Quakers rejected the Church of England in favor of their own form of worship; the Puritans merely wanted to reform the Church of England. c. Both considered all people equal in the sight of the Lord and saw no need for a learned ministry. d. The Quakers did not seek converts, but simply wanted to practice their own beliefs peacefully; the Puritans sought to convert people throughout England. e. Unlike the Quakers, the Puritans felt that there was no need for spiritual leaders, since one person’s interpretation of the Bible was as valid as anyone else’s.

Answer: B Difficulty: 2 – Moderate Question ID: TB_02_49_A "New" England in America_Analyze_LO 2.2 Topic: A "New" England in America / Diversity in the Middle Colonies Skill: Analyze It Objective: 2.2 How did differences in religion affect the founding of the New England colonies?, 2.3 How did ethnic diversity shape the development of the Middle Colonies?

50) Which statement provides the best interpretation of the sentence from the text that reads, “The diversity of early English colonization must be emphasized precisely because it is so easy to overlook”? a. Most historians have not realized how similar the English colonies were when they were initially settled. b. The reasons that people settled the English colonies were so complex that they have only begun to be understood recently. c. Settlers of the English colonies tended to overlook the hardships that they would face because they were so eager for religious freedom. d. The experiences of the early English colonists cannot be separated from their experiences back in England. e. The different reasons settlers came to each English colony cannot be considered separately from their experiences once they arrived.

Answer: E Difficulty: 3 – Difficult Question ID: TB_02_50_Breaking Away—Decisions to Move to America_Analyze_LO 2.1 Topic: Breaking Away—Decisions to Move to America / A "New" England in America / Diversity in the Middle Colonies / Planting the Southern Colonies Skill: Analyze It Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?, 2.2 How did differences in religion affect the founding of the New England colonies?, 2.3 How did ethnic diversity shape the development of the Middle Colonies?, 2.4 How was the founding of the Carolinas different from the founding of Georgia?

Essay Questions 32 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 51) What problems did early settlers in Virginia have to overcome? What factors attracted settlers to that area?

Difficulty: 3 – Difficult Question ID: TB_02_51_Breaking Away—Decisions to Move to America_Analyze_LO 2.1 Topic: Breaking Away—Decisions to Move to America Skill: Analyze It Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?

52) How did religious differences influence the founding and development of the New England colonies?

Difficulty: 3 – Difficult Question ID: TB_02_52_A "New" England in America_Analyze_LO 2.2 Topic: A "New" England in America Skill: Analyze It Objective: 2.2 How did differences in religion affect the founding of the New England colonies?

53) Analyze the dynamic between religious and economic motivations in the establishment and development of the English colonies in the seventeenth century.

Difficulty: 3 – Difficult Question ID: TB_02_53_Breaking Away—Decisions to Move to America_Analyze_LO 2.1 Topic: Breaking Away—Decisions to Move to America / A "New" England in America / Planting the Southern Colonies Skill: Analyze It Objective: 2.1 Why did the Chesapeake colonies not prosper during the earliest years of their settlement?, 2.2 How did differences in religion affect the founding of the New England colonies?, 2.4 How was the founding of the Carolinas different from the founding of Georgia?

33 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank

Chapter 3: Putting Down Roots: Opportunity and Oppression in Colonial Society, 1619 - 1692 Multiple-Choice Questions 1) Puritans viewed which of the following as essential to their New England commonwealth? a. strict adherence to personal hygiene measures b. a flexible form of colonial administration c. a healthy family life d. the rapid creation of an urban society in New England e. honest public officials Answer: C Difficulty: 1 – Easy Question ID: TB_03_01_Social Stability—New England Colonies of the Seventeenth Century_Remember_LO 3.1 Topic: Social Stability—New England Colonies of the Seventeenth Century Skill: Remember the Facts Objective: 3.1 What factors explain the remarkable social stability achieved in early New England?

2) The explanation for the tremendous population growth of seventeenth-century New England can be found in the __________. a. extraordinary fertility of New England women b. emphasis Puritans placed on having large families c. fact that local Native American tribes were remarkably friendly d. long lives of New England settlers e. agricultural richness of the New World Answer: D Difficulty: 1 – Easy Question ID: TB_03_02_Social Stability—New England Colonies of the Seventeenth Century_Remember_LO 3.1 Topic: Social Stability—New England Colonies of the Seventeenth Century Skill: Remember the Facts Objective: 3.1 What factors explain the remarkable social stability achieved in early New England?

3) New England families differed from those of other English colonies in that they often included __________. a. Native American wives b. grandparents c. polygamy d. widows e. extended families living in one household Answer: B

34 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_03_03_Social Stability—New England Colonies of the Seventeenth Century_Remember_LO 3.1 Topic: Social Stability—New England Colonies of the Seventeenth Century Skill: Remember the Facts Objective: 3.1 What factors explain the remarkable social stability achieved in early New England?

4) In New England, women __________. a. enjoyed rights and powers equal to those of men b. outnumbered men in church by two to one c. had no economic power whatsoever d. could easily divorce their husbands e. began to lobby for voting rights in this colonial period Answer: B Difficulty: 1 – Easy Question ID: TB_03_04_Social Stability—New England Colonies of the Seventeenth Century_Remember_LO 3.1 Topic: Social Stability—New England Colonies of the Seventeenth Century Skill: Remember the Facts Objective: 3.1 What factors explain the remarkable social stability achieved in early New England?

5) The society created by Puritans in New England __________. a. copied the social order they had left behind in England b. was modeled on contemporary Dutch society c. represented a near-total rejection of traditional English ways d. was quite similar to that of the Chesapeake region e. adapted to include slavery Answer: A Difficulty: 1 – Easy Question ID: TB_03_05_Social Stability—New England Colonies of the Seventeenth Century_Remember_LO 3.1 Topic: Social Stability—New England Colonies of the Seventeenth Century Skill: Remember the Facts Objective: 3.1 What factors explain the remarkable social stability achieved in early New England?

6) Sumptuary laws __________. a. made excessive gluttony a crime b. prohibited the poor or underclass from wearing fine clothes c. criminalized frivolity on the Sabbath d. provided that only "visible saints" could be buried in a church cemetery e. made church attendance compulsory Answer: B

35 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_03_06_Social Stability—New England Colonies of the Seventeenth Century_Remember_LO 3.1 Topic: Social Stability—New England Colonies of the Seventeenth Century Skill: Remember the Facts Objective: 3.1 What factors explain the remarkable social stability achieved in early New England?

7) The most important reason for the difference between the New England and Chesapeake colonies was based on __________. a. the colonists’ country of origin b. the much higher mortality rate of the Chesapeake colonies c. the practice of slavery in the southern colonies d. contrasting economic systems e. varying degrees of ethnic diversity in the populations Answer: B Difficulty: 1 – Easy Question ID: TB_03_07_The Challenge of the Chesapeake Environment_Remember_LO 3.2 Topic: The Challenge of the Chesapeake Environment Skill: Remember the Facts Objective: 3.2 What factors contributed to political unrest in the Chesapeake region during this period?

8) Compared to New England, Chesapeake society __________. a. was more democratic b. was characterized by small farms c. possessed fewer families d. had a more demographically concentrated population e. had fewer slaves Answer: C Difficulty: 1 – Easy Question ID: TB_03_08_The Challenge of the Chesapeake Environment_Remember_LO 3.2 Topic: The Challenge of the Chesapeake Environment Skill: Remember the Facts Objective: 3.2 What factors contributed to political unrest in the Chesapeake region during this period?

9) By the late 1600s, the gap between rich and poor in white Chesapeake society __________. a. steadily shrank b. steadily widened c. remained unchanged d. could not be estimated e. is not mentioned by contemporary chroniclers Answer: B Difficulty: 1 – Easy Question ID:TB_03_09_The Challenge of the Chesapeake Environment_Remember_LO 3.2 Topic: The Challenge of the Chesapeake Environment Skill: Remember the Facts Objective: 3.2 What factors contributed to political unrest in the Chesapeake region during this period?

36 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 10) Of the estimated 11 million African slaves carried to America, the great majority were sent to __________. a. Brazil and the Caribbean b. British North America c. Chile d. Argentina e. Central America Answer: A Difficulty: 1 – Easy Question ID: TB_03_10_Race and Freedom in British America_Remember_LO 3.3 Topic: Race and Freedom in British America Skill: Remember the Facts Objective: 3.3 How did African American slaves preserve an independent cultural identity in the New World?

11) In the early seventeenth century, Virginia's blacks __________. a. were encouraged to marry white women b. occasionally served in the House of Burgesses c. were sometimes indentured servants d. greatly outnumbered whites e. slowly integrated into white society Answer: C Difficulty: 1 – Easy Question ID: TB_03_11_Race and Freedom in British America_Remember_LO 3.3 Topic: Race and Freedom in British America Skill: Remember the Facts Objective: 3.3 How did African American slaves preserve an independent cultural identity in the New World?

12) During the colonial period, most of the slaves sent to the North American colonies were supplied by the __________. a. Dutch b. Americans c. Portuguese d. Spanish e. British Answer: E Difficulty: 1 – Easy Question ID: TB_03_12_Race and Freedom in British America_Remember_LO 3.3 Topic: Race and Freedom in British America Skill: Remember the Facts Objective: 3.3 How did African American slaves preserve an independent cultural identity in the New World?

13) The eighteenth-century population of the lowlands of South Carolina was ________ percent black. a. 30 b. 40 37 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank c. 50 d. 60 e. 70 Answer: D Difficulty: 1 – Easy Question ID: TB_03_13_Race and Freedom in British America_Remember_LO 3.3 Topic: Race and Freedom in British America Skill: Remember the Facts Objective: 3.3 How did African American slaves preserve an independent cultural identity in the New World?

14) Gullah, a Creole language, was spoken on the Sea Islands of South Carolina and Georgia until the __________. a. beginning of the Civil War b. end of the twentieth century c. inhabitants were killed during the Civil War d. middle of the twentieth century e. end of the nineteenth century Answer: E Difficulty: 1 – Easy Question ID: TB_03_14_Race and Freedom in British America_Remember_LO 3.3 Topic: Race and Freedom in British America Skill: Remember the Facts Objective: 3.3 How did African American slaves preserve an independent cultural identity in the New World?

15) In which colony were African Americans most able to preserve their African identity? a. New Jersey b. South Carolina c. Pennsylvania d. New York e. North Carolina Answer: B Difficulty: 1 – Easy Question ID: TB_03_15_Race and Freedom in British America_Remember_LO 3.3 Topic: Race and Freedom in British America Skill: Remember the Facts Objective: 3.3 How did African American slaves preserve an independent cultural identity in the New World?

16) The most serious slave rebellion of the colonial period was __________. a. the Stono Uprising b. the Denmark Vesey Conspiracy c. Nat Turner's Rebellion d. the Jamestown Massacre e. Bacon's Rebellion 38 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 1 – Easy Question ID: TB_03_16_Race and Freedom in British America_Remember_LO 3.3 Topic: Race and Freedom in British America Skill: Remember the Facts Objective: 3.3 How did African American slaves preserve an independent cultural identity in the New World?

17) British authorities based their colonial commercial policies on the theory of __________. a. feudalism b. monopolism c. mercantilism d. federalism e. republicanism Answer: C Difficulty: 1 – Easy Question ID: TB_03_17_Race and Freedom in British America_Remember_LO 3.3 Topic: Race and Freedom in British America Skill: Remember the Facts Objective: 3.3 How did African American slaves preserve an independent cultural identity in the New World?

18) The Navigation Acts established the principle that __________. a. certain American products could be sold only in England or in English colonies b. only English merchants could engage in colonial trade c. all colonial goods sold in England had to be shipped in American vessels d. only colonial merchants could engage in colonial trade e. goods imported to the colonies could not be transshipped through England Answer: A Difficulty: 2 – Moderate Question ID: TB_03_18_Blueprint for Empire_Remember_LO 3.4 Topic: Blueprint for Empire Skill: Remember the Facts Objective: 3.4 Why did England discourage free and open trade in colonial America?

19) The intention of the Navigation Acts was to __________. a. allow England to monopolize American trade b. promote English industrial development c. keep the American colonies weak and dependent d. stimulate colonial economic diversification e. finance the British navy Answer: A Difficulty: 2 – Moderate Question ID: TB_03_19_Blueprint for Empire_Remember_LO 3.4 Topic: Blueprint for Empire Skill: Remember the Facts Objective: 3.4 Why did England discourage free and open trade in colonial America?

39 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 20) The Staple Act of 1663 stated that __________. a. Americans must stop raising corn and wheat b. imports to America had to be first shipped through England c. Americans could not produce iron products d. rum had to be manufactured in the West Indies e. Americans could only produce staple foodstuffs Answer: B Difficulty: 1 – Easy Question ID: TB_03_20_Blueprint for Empire_Remember_LO 3.4 Topic: Blueprint for Empire Skill: Remember the Facts Objective: 3.4 Why did England discourage free and open trade in colonial America?

21) Beginning in 1696, the ________ monitored colonial affairs closely. a. House of Commons b. Lords of Trade c. Board of Trade d. Privy Council e. vice-admiralty courts Answer: C Difficulty: 1 – Easy Question ID: TB_03_21_Blueprint for Empire_Remember_LO 3.4 Topic: Blueprint for Empire Skill: Remember the Facts Objective: 3.4 Why did England discourage free and open trade in colonial America?

22) One of the major causes of __________ was the disfranchisement of landless freemen by the Virginia House of Burgesses in 1670. a. Bacon's Rebellion b. Coode's Rebellion c. Leisler's Rebellion d. the Stono Uprising e. Shays's Rebellion Answer: A Difficulty: 1 – Easy Question ID: TB_03_22_Colonial Political Revolts_Remember_LO 3.5 Topic: Colonial Political Revolts Skill: Remember the Facts Objective: 3.5 How did colonial revolts affect the political culture of Virginia and New England?

23) The armed conflict between Native Americans and New Englanders in 1675 was led by __________. a. Massasoit b. Powhatan c. Metacomet d. Tecumseh e. Opechancanough 40 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: C Difficulty: 1 – Easy Question ID: TB_03_23_Colonial Political Revolts_Remember_LO 3.5 Topic: Colonial Political Revolts Skill: Remember the Facts Objective: 3.5 How did colonial revolts affect the political culture of Virginia and New England?

24) The peaceful ousting of James II by Parliament in 1688 was known as __________. a. King James' War b. the Restoration c. Parliament's Rebellion d. the Glorious Revolution e. the People's War Answer: D Difficulty: 1 – Easy Question ID: TB_03_24_Colonial Political Revolts_Remember_LO 3.5 Topic: Colonial Political Revolts Skill: Remember the Facts Objective: 3.5 How did colonial revolts affect the political culture of Virginia and New England?

25) As a result of the Salem witchcraft trials, __________. a. nineteen people were hanged b. twenty-three people were banished c. eight people were pressed to death with weights d. fourteen people were burned at the stake e. nine people were executed by firing squad Answer: A Difficulty: 1 – Easy Question ID: TB_03_25_Colonial Political Revolts_Remember_LO 3.5 Topic: Colonial Political Revolts Skill: Remember the Facts Objective: 3.5 How did colonial revolts affect the political culture of Virginia and New England?

26) Why were New England colonists more likely to maintain English customs than those who migrated to Virginia and Maryland? a. The New England colonists came from higher social ranks than those in the other colonies, and were more familiar with traditional English customs. b. The New England colonists brought more English goods with them to America, which helped keep the traditions alive. c. The New England colonists tended to migrate as families and thus were able to keep family and other traditions in the New World. d. The New England colonists generally came to America as single men and women and found that preserving their English customs comforted them. e. The New England colonists were proud to be English, while the other colonists wanted to reject their English traditions.

Answer: C 41 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_03_26_Social Stability—New England Colonies of the Seventeenth Century_Understand_LO 3.1 Topic: Social Stability—New England Colonies of the Seventeenth Century Skill: Understand the Connections Objective: 3.1 What factors explain the remarkable social stability achieved in early New England?

27) Why did the population of New England rise in the seventeenth century? a. Better overall health resulted in longer-lived people. b. Puritans families tended to have many children. c. Couples in New England married younger and tended to have more children. d. Many more immigrants came to New England than to the other colonies. e. Colonists from the southern colonies moved to New England in large numbers.

Answer: A Difficulty: 1 – Easy Question ID: TB_03_27_Social Stability—New England Colonies of the Seventeenth Century_Understand_LO 3.1 Topic: Social Stability—New England Colonies of the Seventeenth Century Skill: Understand the Connections Objective: 3.1 What factors explain the remarkable social stability achieved in early New England?

28) What role did women have in the New England colonies? a. They generally had no independence at all from men. b. They had the same legal rights as men, but could not vote. c. They made no decisions and simply followed the orders of men. d. They had no legal rights, but they were able to vote and hold public office. e. They were respected for their work but were not considered equal to men.

Answer: E Difficulty: 2 – Moderate Question ID: TB_03_28_Social Stability—New England Colonies of the Seventeenth Century_Understand_LO 3.1 Topic: Social Stability—New England Colonies of the Seventeenth Century Skill: Understand the Connections Objective: 3.1 What factors explain the remarkable social stability achieved in early New England?

29) Why did Massachusetts and Connecticut feel the need to pass sumptuary laws? a. They weren't comfortable with the idea that lower-class people were taking on the trappings of upper classes. b. They weren't comfortable with the idea that upper class people were "slumming" and taking on the trappings of lower classes. c. They wanted to abolish all signs of the British social class system. d. They wanted to establish a minimum dress code for the lower classes. e. They wanted to establish a minimum dress code for all colonial classes.

Answer: A

42 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_03_29_Social Stability—New England Colonies of the Seventeenth Century_Understand_LO 3.1 Topic: Social Stability—New England Colonies of the Seventeenth Century Skill: Understand the Connections Objective: 3.1 What factors explain the remarkable social stability achieved in early New England?

30) Which is true of the New England colonies? a. Most families had several servants. b. There were wide gaps between the rich and poor. c. Land ownership was widespread. d. Few colonists owned their own land. e. All free males could vote.

Answer: C Difficulty: 2 – Moderate Question ID: TB_03_30_The Challenge of the Chesapeake Environment_Understand_LO 3.2 Topic: The Challenge of the Chesapeake Environment Skill: Understand the Connections Objective: 3.2 What factors contributed to political unrest in the Chesapeake region during this period?

31) Families in the Chesapeake were usually confined to two generations, primarily because __________. a. of the short life span in the region b. most colonists returned to England after a few years c. colonists generally moved to neighboring colonies as soon as possible d. so many families moved into the region e. fertility rates were low Answer: B Difficulty: 2 – Moderate Question ID: TB_03_31_The Challenge of the Chesapeake Environment_Understand_LO 3.2 Topic: The Challenge of the Chesapeake Environment Skill: Understand the Connections Objective: 3.2 What factors contributed to political unrest in the Chesapeake region during this period?

32) Population growth in seventeenth-century Virginia and Maryland was retarded by __________. a. many young women who chose to remain single to ensure their property rights b. emigration to Bermuda c. the kidnapping of many women and children by local Indians d. a high life expectancy rate for women but not for men e. a gender ratio that was seriously unbalanced Answer: E Difficulty: 2 – Moderate Question ID: TB_03_32_The Challenge of the Chesapeake Environment_Understand_LO 3.2 Topic: The Challenge of the Chesapeake Environment Skill: Understand the Connections Objective: 3.2 What factors contributed to political unrest in the Chesapeake region during this period?

33) How would late-seventeenth-century Virginia best be described?

43 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank a. b. c. d. e.

a plantation society, dominated by a slaveholding aristocracy a diversified society and economy, with minimal social stratification a society of small farmers, committed to multicrop agriculture a successful commercial enterprise that returned large profits to the crown a society struggling with the question of slavery

Answer: A Difficulty: 2 – Moderate Question ID: TB_03_33_The Challenge of the Chesapeake Environment_Understand_LO 3.2 Topic: The Challenge of the Chesapeake Environment Skill: Understand the Connections Objective: 3.2 What factors contributed to political unrest in the Chesapeake region during this period?

34) What hindered the development of towns in the Chesapeake region? a. hostility between different ethnic groups b. the absence of navigable rivers c. the absence of a vibrant middle class d. the dependence on a one-crop economy based on tobacco e. the dependence on a one-crop economy based on cotton Answer: D Difficulty: 2 – Moderate Question ID: TB_03_34_The Challenge of the Chesapeake Environment_Understand_LO 3.2 Topic: The Challenge of the Chesapeake Environment Skill: Understand the Connections Objective: 3.2 What factors contributed to political unrest in the Chesapeake region during this period?

35) Why did colonial lawmakers create strict slave codes in the late 1600s? a. Lawmakers wanted slaves to be treated fairly. b. Lawmakers feared an uprising because the African population had increased greatly. c. Lawmakers wanted to prevent an influx of additional Africans into America. d. Lawmakers wanted African Americans to be treated the same as indentured servants. e. Lawmakers wanted to pave the road for African slaves to eventually become citizens.

Answer: B Difficulty: 1 – Easy Question ID: TB_03_35_Race and Freedom in British America_Understand_LO 3.3 Topic: Race and Freedom in British America Skill: Understand the Connections Objective: 3.3 How did African American slaves preserve an independent cultural identity in the New World?

36) Which sentence best characterizes the creole languages that developed among slaves in some parts of the South in the seventeenth century? a. Creole languages were a mixture of English and different African languages. b. Creole languages were a mixture of different African languages with no English. c. Creole languages were a mixture of French, English, and Dutch languages. d. Creole languages were written versions of African languages. e. Creole languages were informal, colloquial versions of English.

44 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 1 – Easy Question ID: TB_03_36_Race and Freedom in British America_Understand_LO 3.3 Topic: Race and Freedom in British America Skill: Understand the Connections Objective: 3.3 How did African American slaves preserve an independent cultural identity in the New World?

37) Which provides the strongest evidence that eighteenth-century slavery was based on racist views? a. The status of a person as a slave depended entirely on the amount of money a person had, and blacks had little money. b. The status of a person as a slave depended on where the person was born, and being born in Africa made a person a slave. c. The status of a person as a slave depended entirely on skin color. d. The status of a person as a slave depended partly on skin color and partly on intelligence. e. The status of a person as a slave depended entirely on social class.

Answer: C Difficulty: 1 – Easy Question ID: TB_03_37_Race and Freedom in British America_Understand_LO 3.3 Topic: Race and Freedom in British America Skill: Understand the Connections Objective: 3.3 How did African American slaves preserve an independent cultural identity in the New World?

38) Which statement best describes a mercantilist economic system? a. Trade benefits all trading partners equally. b. Trade benefits only the weak nations. c. One nation's success in commerce has no effect on other nations. d. One nation's success in commerce is another nation's loss. e. One nation's success in commerce benefits all nations.

Answer: D Difficulty: 2 – Moderate Question ID: TB_03_38_Blueprint for Empire_Understand_LO 3.4 Topic: Blueprint for an Empire Skill: Understand the Connections Objective: 3.4 Why did England discourage free and open trade in colonial America?

39) Why did the Virginia tobacco planters oppose the Navigation Acts? a. Trading with the Dutch made the price of tobacco decrease. b. Virginians wanted to be able to import goods from France. c. The planters received smaller profits due to the taxes on tobacco. d. They wanted tobacco to be transshipped through England first. e. The cost of ships reduced the profits they made from tobacco.

Answer: E

45 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_03_39_Blueprint for Empire_Understand_LO 3.4 Topic: Blueprint for an Empire Skill: Understand the Connections Objective: 3.4 Why did England discourage free and open trade in colonial America?

40) What did the seventeenth-century revolts of American colonial gentry represent? a. an early rehearsal for the American Revolution b. confrontations between ordinary people and their rulers c. competition among local factions for control of their colonies d. ideological struggles over colonial rights e. a struggle between the planters and yeoman farmers Answer: C Difficulty: 2 – Moderate Question ID: TB_03_40_Colonial Political Revolts_Understand_LO 3.5 Topic: Colonial Political Revolts Skill: Understand the Connections Objective: 3.5 How did colonial revolts affect the political culture of Virginia and New England?

41) Nathaniel Bacon __________. a. resented the elite leaders of Jamestown because he knew he would never be accepted into their ruling clique b. started a rebellion to prevent Governor Berkeley from waging a war against the Susquehannock Indians c. was perceived as a hero by the common people of Virginia d. was executed by the forces of Charles II for his rebellion e. was a former indentured servant who was denied farming land in the Virginia Colony Answer: C Difficulty: 2 – Moderate Question ID: TB_03_41_Colonial Political Revolts_Understand_LO 3.5 Topic: Colonial Political Revolts Skill: Understand the Connections Objective: 3.5 How did colonial revolts affect the political culture of Virginia and New England?

42) Which issue led directly to Bacon's Rebellion? a. the inability of the governor to effectively control the Indians on the frontier b. the unfair trial of colonial smugglers by British admiralty courts c. Parliament's decision to appoint the governor rather than allow popular elections d. the attempt to move the capital from Jamestown to Williamsburg e. the attempt of Bacon to obtain a license to engage in the fur trade Answer: A Difficulty: 2 – Moderate Question ID: TB_03_42_Colonial Political Revolts_Understand_LO 3.5 Topic: Colonial Political Revolts Skill: Understand the Connections Objective: 3.5 How did colonial revolts affect the political culture of Virginia and New England?

46 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 43) What happened to Bacon's Rebellion after Bacon died of fever? a. It collapsed entirely. b. It went "underground" but returned during the American Revolution. c. It was ended by Berkeley's charitable pardoning of rebel leaders. d. It was ended by a royal commission and investigation. e. It was carried on by his first lieutenant.

Answer: A Difficulty: 1 – Easy Question ID: TB_03_43_Colonial Political Revolts_Understand_LO 3.5 Topic: Colonial Political Revolts Skill: Understand the Connections Objective: 3.5 How did colonial revolts affect the political culture of Virginia and New England?

44) What was the New England version of the Glorious Revolution? a. a year-long celebration of the overthrow of James II b. the overthrow of Governor Andros c. a year-long celebration of the crowning of William and Mary d. a new Bill of Rights for all colonists e. a new Bill of Rights for land-owning colonists Answer: B Difficulty: 1 – Easy Question ID: TB_03_44_Colonial Political Revolts_Understand_LO 3.5 Topic: Colonial Political Revolts Skill: Understand the Connections Objective: 3.5 How did colonial revolts affect the political culture of Virginia and New England?

45) What do we know about the sources of the witchcraft hysteria in Salem? a. They are known to have been primarily economic. b. They reflected the community's underlying resistance to the teachings of Calvinism. c. They lay in the community's dislike of English authority. d. They are a subject of debate among historians. e. They may have been related to the presence of real witches.

Answer: D Difficulty: 2 – Moderate Question ID: TB_03_45_Colonial Political Revolts_Understand_LO 3.5 Topic: Colonial Political Revolts Skill: Understand the Connections Objective: 3.5 How did colonial revolts affect the political culture of Virginia and New England?

46) What was one of the main causes of the Salem witchcraft hysteria? a. a recent influx of immigrants from England b. disagreements between Salem's poor people and its upper classes c. Salem's history of engaging in occult practices. d. the reduced piety of the young people of Salem e. a lack of understanding of spectral evidence Answer: B 47 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_03_46_Colonial Political Revolts_Understand_LO 3.5 Topic: Colonial Political Revolts Skill: Understand the Connections Objective: 3.5 How did colonial revolts affect the political culture of Virginia and New England?

47) During the Salem witchcraft hysteria, Increase Mather and other leading ministers __________. a. called for execution of the accused witches b. completely ignored the controversy c. urged restraint and caution d. called for colony-wide searches for accused witches e. questioned the validity of the testimony of minors Answer: C Difficulty: 1 – Easy Question ID: TB_03_47_Colonial Political Revolts_Understand_LO 3.5 Topic: Colonial Political Revolts Skill: Understand the Connections Objective: 3.5 How did colonial revolts affect the political culture of Virginia and New England?

48) What was a difference between the rights of women in the Chesapeake region and those of women in New England? a. Women in both regions had few rights compared to their fathers and husbands. b. Women in New England had more rights because there were more women there and they had greater strength as a community. c. Women in New England had fewer rights because the colonists there came from stricter and more traditional backgrounds. d. Women in the Chesapeake region tended to have fewer rights because the planter class had more restrictions on the roles of women in society. e. Women in New England had fewer rights because the women there tended to live much shorter lives than those in the Chesapeake region.

Answer: A Difficulty: 2 – Moderate Question ID: TB_03_48_The Challenge of the Chesapeake Environment_Analyze_LO 3.2 Topic: The Challenge of the Chesapeake Environment Skill: Analyze It Objective: 3.2 What factors contributed to political unrest in the Chesapeake region during this period?

49) Why is the Navigation Act in 1660 considered the most important piece of imperial legislation drafted before the American Revolution? a. It allowed the development of the colonial navy into one of the most powerful in the world. b. It had an enormous impact on the way goods were taxed in the English colonies, which ultimately led the colonists to revolt. c. It allowed colonists to trade with the Dutch, which eventually caused the British to retaliate with acts that sparked the American Revolution. d. It established France and Holland as allies of the colonies and enemies with England. e. Its passage directly led to the Boston Tea Party, which was the first act of rebellion by the American colonists.

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Brands, American Stories 3e Test Bank Answer: B Difficulty: 2 – Moderate Question ID: TB_03_49_Blueprint for Empire_Analyze_LO 3.4 Topic: Blueprint for an Empire Skill: Analyze It Objective: 3.4 Why did England discourage free and open trade in colonial America?

50) What is meant by this statement: "The elements that sparked a powerful sense of nationalism among colonists dispersed over a huge territory would not be evident for a long time"? a. The colonists tended to dislike the colonists in regions other than their own. b. The colonies were getting very close to forming an independent country. c. The colonies were still separate and had very little to do with each other. d. The colonies had expanded to a huge area of the country. e. The colonists saw themselves as English first and Americans second.

Answer: C Difficulty: 2 – Moderate Question ID: TB_03_50_Colonial Political Revolts_Analyze_LO 3.5 Topic: Colonial Political Revolts Skill: Analyze It Objective: 3.5 How did colonial revolts affect the political culture of Virginia and New England?

Essay Questions 51) What was the cultural and economic role of the family in colonial New England?

Difficulty: 3 – Difficult Question ID: TB_03_51_Social Stability—New England Colonies of the Seventeenth Century_Analyze_LO 3.1 Topic: Social Stability—New England Colonies of the Seventeenth Century Skill: Analyze It Objective: 3.1 What factors explain the remarkable social stability achieved in early New England?

52) What economic factors shaped the emerging social structures of colonial America?

Difficulty: 3 – Difficult Question ID: TB_03_52_Social Stability—New England Colonies of the Seventeenth Century_Analyze_LO 3.1 Topic: Social Stability—New England Colonies of the Seventeenth Century / The Challenge of the Chesapeake Environment Skill: Analyze It Objective: 3.1 What factors explain the remarkable social stability achieved in early New England?, 3.2 What factors contributed to political unrest in the Chesapeake region during this period?

53) Describe the origins of slavery in the mainland English colonies. How did Africans adjust to life as slaves? What factors influenced the enactment of slave codes by colonial assemblies?

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_03_53_Race and Freedom in British America_Analyze_LO 3.3 Topic: Race and Freedom in British America / Blueprint for Empire Skill: Analyze It Objective: 3.3 How did African American slaves preserve an independent cultural identity in the New World?, 3.4 Why did England discourage free and open trade in colonial America?

54) How did mercantilism shape the economic and political relationship between England and its colonies?

Difficulty: 3 – Difficult Question ID: TB_03_54_Blueprint for Empire_Analyze_LO 3.4 Topic: Blueprint for Empire / Colonial Political Revolts Skill: Analyze It Objective: 3.4 Why did England discourage free and open trade in colonial America?, 3.5 How did colonial revolts affect the political culture of Virginia and New England?

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Brands, American Stories 3e Test Bank

Chapter 4: Experience of Empire: Eighteenth-Century America, 1680 - 1763 Multiple-Choice Questions 1) The factor most responsible for the growth of the colonial population between 1700 and 1770 was the __________. a. natural reproduction of colonial families b. great wave of immigration during that period c. program of forced migration instituted by the monarchy d. dramatic upsurge in the importation of slaves e. intermarriage between settlers and Native Americans Answer: A Difficulty: 1 – Easy Question ID: TB_04_01_Tensions in the Backcountry_Remember_LO 4.1 Topic: Tensions in the Backcountry Skill: Remember the Facts Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

2) The largest group of white, non-English immigrants to the colonies was the __________. a. Dutch b. Germans c. Swedish d. Scots-Irish e. French Answer: D Difficulty: 1 – Easy Question ID: TB_04_02_Tensions in the Backcountry_Remember_LO 4.1 Topic: Tensions in the Backcountry Skill: Remember the Facts Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

3) The first large group of German immigrants moved to America seeking __________. a. free land b. religious tolerance c. an opportunity to become wealthy farmers d. markets for their craft products e. work to bring their families from Europe Answer: B

51 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_04_03_Tensions in the Backcountry_Remember_LO 4.1 Topic: Tensions in the Backcountry Skill: Remember the Facts Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

4) Backcountry communities __________. a. rarely settled beyond the effective authority of colonial governments b. lived harmoniously with Native Americans with no need for military assistance from colonial governments c. rejected formal religious institutions and embraced a spiritual system similar to Native Americans d. were ethnically diverse rather than ethnic enclaves e. developed a culture with a deeply rooted moral character Answer: E Difficulty: 1 – Easy Question ID: TB_04_04_Tensions in the Backcountry_Remember_LO 4.1 Topic: Tensions in the Backcountry Skill: Remember the Facts Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

5) The "middle ground" was an area __________. a. where most of the fighting between whites and Indians occurred b. where whites and Indians interacted on an approximately equal basis c. inhabited by renegades, half-breeds, and runaway slaves d. of metaphorical stasis, symbolic of a culture that was part European and part Indian e. designated by treaty as a demilitarized zone Answer: B Difficulty: 1 – Easy Question ID: TB_04_05_Tensions in the Backcountry_Remember_LO 4.1 Topic: Tensions in the Backcountry Skill: Remember the Facts Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

6) The first permanent European settlement in what would become the United States was __________. a. Jamestown b. Boston c. St. Augustine d. Plymouth e. Roanoke Answer: C

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_04_06_Tensions in the Backcountry_Remember_LO 4.1 Topic: Tensions in the Backcountry Skill: Remember the Facts Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

7) Which region was considered part of the eighteenth-century Spanish borderlands? a. Georgia b. western Pennsylvania c. the Shenandoah Valley d. the Ohio Valley e. Florida Answer: E Difficulty: 1 – Easy Question ID: TB_04_07_Tensions in the Backcountry_Remember_LO 4.1 Topic: Tensions in the Backcountry Skill: Remember the Facts Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

8) Which tribe was most successful at resisting conversion to Catholicism? a. Pueblos b. Coahuiltecans c. Aztecs d. Pimas e. Conchos Answer: A Difficulty: 1 – Easy Question ID: TB_04_08_Tensions in the Backcountry_Remember_LO 4.1 Topic: Tensions in the Backcountry Skill: Remember the Facts Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

9) For many Americans, the main appeal of the Enlightenment was its focus on __________. a. searching for useful, practical knowledge b. reviving interest in classical education c. defending traditional Christian beliefs d. pure scientific research e. achieving a classless society Answer: A Difficulty: 2 – Moderate Question ID: TB_04_09_The Impact of European Ideas on American Culture_Remember_LO 4.2 Topic: The Impact of European Ideas on American Culture Skill: Remember the Facts Objective: 4.2 How did European ideas affect eighteenth-century American life?

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Brands, American Stories 3e Test Bank 10) The one American who, more than anyone else, symbolized the spirit of the Enlightenment was __________. a. Jonathan Edwards b. George Washington c. Cotton Mather d. George Whitefield e. Benjamin Franklin Answer: E Difficulty: 1 – Easy Question ID: TB_04_10_The Impact of European Ideas on American Culture_Remember_LO 4.2 Topic: The Impact of European Ideas on American Culture Skill: Remember the Facts Objective: 4.2 How did European ideas affect eighteenth-century American life?

11) A major financial problem that confronted mid-eighteenth-century America involved the __________. a. heavy debt owed to the British b. colonists' refusal to buy English products c. shortage of gold and silver coinage d. colonies' failure to print paper money e. lack of credit available to merchants Answer: A Difficulty: 2 – Moderate Question ID: TB_04_11_The Impact of European Ideas on American Culture_Remember_LO 4.2 Topic: The Impact of European Ideas on American Culture Skill: Remember the Facts Objective: 4.2 How did European ideas affect eighteenth-century American life?

12) The two most important leaders of the Great Awakening in colonial America were __________. a. Jonathan Edwards and George Whitefield b. John Winthrop and Jonathan Edwards c. John Locke and Benjamin Franklin d. Thomas Gordon and John Trenchard e. Cotton Mather and George Whitefield Answer: A Difficulty: 2 – Moderate Question ID: TB_04_12_Religious Revivals in Provincial Societies_Remember_LO 4.3 Topic: Religious Revivals in Provincial Societies Skill: Remember the Facts Objective: 4.3 How did the Great Awakening transform the religious culture of colonial America?

13) Followers of the Great Awakening, who emphasized a powerful, emotional religion, were known as __________. a. "Old Lights" b. "New Lights" c. Presbyterians 54 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. deists e. evangelicals Answer: B Difficulty: 1 – Easy Question ID: TB_04_13_Religious Revivals in Provincial Societies_Remember_LO 4.3 Topic: Religious Revivals in Provincial Societies Skill: Remember the Facts Objective: 4.3 How did the Great Awakening transform the religious culture of colonial America?

14) Colonial ministers who opposed the Great Awakening were known as __________. a. "New Lights" b. "Old Lights" c. evangelicals d. pietists e. contraries Answer: B Difficulty: 1 – Easy Question ID: TB_04_14_Religious Revivals in Provincial Societies_Remember_LO 4.3 Topic: Religious Revivals in Provincial Societies Skill: Remember the Facts Objective: 4.3 How did the Great Awakening transform the religious culture of colonial America?

15) Which college was established as a result of the Great Awakening? a. Princeton b. Columbia c. Harvard d. the College of William & Mary e. Yale Answer: A Difficulty: 1 – Easy Question ID: TB_04_15_Religious Revivals in Provincial Societies_Remember_LO 4.3 Topic: Religious Revivals in Provincial Societies Skill: Remember the Facts Objective: 4.3 How did the Great Awakening transform the religious culture of colonial America?

16) A major source of political information in the colonies came in the form of __________. a. official dispatches b. weekly journals c. pamphlets d. public debates e. daily newspapers Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_04_16_Clash of Political Cultures_Remember_LO 4.4 Topic: Clash of Political Cultures Skill: Remember the Facts Objective: 4.4 Why were eighteenth-century colonial assemblies not fully democratic?

17) Which colonial war between France and England demonstrated the British colonists could fight effective joint operations? a. King William's War b. Queen Anne's War c. King George's War d. War of the Spanish Succession e. King Philip's War Answer: C Difficulty: 2 – Moderate Question ID: TB_04_17_Century of Imperial War_Remember_LO 4.5 Topic: Century of Imperial War Skill: Remember the Facts Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

18) The major source of Anglo-French conflict in the colonies was __________. a. slavery b. international naval supremacy c. arguments over relations and treaties with Native Americans d. political grievances e. control of the Mississippi and Ohio Valleys Answer: E Difficulty: 2 – Moderate Question ID: TB_04_18_Century of Imperial War_Remember_LO 4.5 Topic: Century of Imperial War Skill: Remember the Facts Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

19) In 1743, during King George's War, colonial forces captured __________. a. Montreal b. Toronto c. Louisbourg d. New Orleans e. Quebec Answer: C Difficulty: 1 – Easy Question ID: TB_04_19_Century of Imperial War_Remember_LO 4.5 Topic: Century of Imperial War Skill: Remember the Facts Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

20) The leading figure at the Albany Congress, and designer of the Albany Plan, was __________.

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Brands, American Stories 3e Test Bank a. b. c. d. e.

Thomas Jefferson George Washington William Pitt John Adams Benjamin Franklin

Answer: E Difficulty: 1 – Easy Question ID: TB_04_20_Century of Imperial War_Remember_LO 4.5 Topic: Century of Imperial War Skill: Remember the Facts Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

21) Colonial involvement in imperial wars began with __________. a. the French and Indian War b. King William's War c. King Philip's War d. the Thirty Years' War e. Queen Anne's War Answer: B Difficulty: 2 – Moderate Question ID: TB_04_21_Century of Imperial War_Remember_LO 4.5 Topic: Century of Imperial War Skill: Remember the Facts Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

22) The failure of the Albany Plan can be attributed, primarily, to the __________. a. opposition of British authorities b. fiscal jealousies of colonial assemblies c. beginning of the French and Indian War d. refusal of the Iroquois tribes to support it e. lack of interest from colonial representatives Answer: B Difficulty: 2 – Moderate Question ID: TB_04_22_Century of Imperial War_Remember_LO 4.5 Topic: Century of Imperial War Skill: Remember the Facts Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

23) The man who led Great Britain to victory in the Seven Years' War was __________. a. Lord North b. John Trenchard c. Horatio Nelson d. King George II e. William Pitt Answer: E 57 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_04_23_Century of Imperial War_Remember_LO 4.5 Topic: Century of Imperial War Skill: Remember the Facts Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

24) Which war between England and France had the greatest political and economic impact on colonial America? a. King William's War b. Queen Anne's War c. King George's War d. the Seven Years' War e. King Philip's War Answer: D Difficulty: 1 – Easy Question ID: TB_04_24_Century of Imperial War_Remember_LO 4.5 Topic: Century of Imperial War Skill: Remember the Facts Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

25) What territorial change resulted from the Peace of Paris (1763), which ended the Seven Years' War? a. France retained Louisiana. b. Spain gained Florida. c. France retained Quebec in Canada. d. Spain gained Guadeloupe and Martinique in the Caribbean. e. Britain gained Canada.

Answer: E Difficulty: 2 – Moderate Question ID: TB_04_25_Century of Imperial War_Remember_LO 4.5 Topic: Century of Imperial War Skill: Remember the Facts Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

26) Which identifies the strongest influence on eighteenth-century colonial Americans? a. They still confronted the "howling wilderness" that previous generations had encountered. b. They still lived in geographic isolation as in the seventeenth century. c. They could not escape the economic and cultural influence of Britain. d. They had completely escaped the economic and cultural influence of Britain. e. They gradually changed their religious beliefs during their lives in the colonies.

Answer: C Difficulty: 2 – Moderate Question ID: TB_04_26_Tensions in the Backcountry_Understand_LO 4.1 Topic: Tensions in the Backcountry Skill: Understand the Connections Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

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Brands, American Stories 3e Test Bank 27) What was the main motivation that brought so many Scots-Irish to America in the 1700s? a. They came to practice Catholicism freely, something they could not do in Ireland. b. They came in search of freedom and prosperity, two things they lacked in Ireland. c. They came to work as indentured servants in the New World. d. Their main goal was to form new Presbyterian congregations in America. e. They came to earn money in America and planned to return to Scotland.

Answer: B Difficulty: 2 – Moderate Question ID: TB_04_27_Tensions in the Backcountry_Understand_LO 4.1 Topic: Tensions in the Backcountry Skill: Understand the Connections Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

28) What was the motivation for German Lutherans to come to the middle colonies in the 1700s? a. Their primary goal was to improve their lives with more material wealth. b. They wanted to escape the war that was going on between Germany and France. c. They were seeking political freedom. d. They were seeking religious freedom. e. Their primary goal was to convert more people to Lutheranism in the colonies.

Answer: A Difficulty: 2 – Moderate Question ID: TB_04_28_Tensions in the Backcountry_Understand_LO 4.1 Topic: Tensions in the Backcountry Skill: Understand the Connections Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

29) Which statement best characterizes Native Americans of the "middle ground"? a. They maintained a strong, independent role in commercial exchange with Europeans. b. They sought to isolate themselves completely from European contact. c. They sought economic competition between tribes rather than military confrontation. d. They continued to war against each other rather than to establish intertribal confederacies. e. They wanted to strengthen their ties to each other in order to fight the European settlers.

Answer: A Difficulty: 2 – Moderate Question ID: TB_04_29_Tensions in the Backcountry_Understand_LO 4.1 Topic: Tensions in the Backcountry Skill: Understand the Connections Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

30) Why did increased trade with Europeans tend to erode the traditional leadership structure of Native American groups? a. Native Americans looked to the Europeans as their new leaders, which made the Native American leaders lose much of their power. b. Native Americans who traded with Europeans tended not to belong to traditional communities, 59 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank but rather leaderless societies. c. Native American leaders no longer wanted to rule over other members of their groups who traded with Europeans. d. Native American leaders spent so much time in conflict with European traders that they had no time for leadership, causing their roles to weaken. e. Native Americans no longer consulted leaders when they bargained with European traders, which weakened the leaders' roles.

Answer: E Difficulty: 2 – Moderate Question ID: TB_04_30_Tensions in the Backcountry_Understand_LO 4.1 Topic: Tensions in the Backcountry Skill: Understand the Connections Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

31) Why did Spain initially have little interest in settling California? a. The region was full of Native American groups who fought any Europeans who tried to settle there. b. The region had so many French settlers that the Spanish did not want to fight over land with them. c. The region appeared to lack natural resources and was not easy to reach from Mexico City. d. The region was continually plagued by earthquakes, which frightened the settlers away. e. The region was too close to Mexico City and the Native American groups there.

Answer: C Difficulty: 2 – Moderate Question ID: TB_04_31_Tensions in the Backcountry_Understand_LO 4.1 Topic: Tensions in the Backcountry Skill: Understand the Connections Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

32) How did early Spanish outposts in North America compare to early English settlements? a. There were fewer Native American groups in the Spanish outposts to threaten the new settlers. b. There were more natural resources in the Spanish outposts, which led to a greater success of the first settlements there. c. The Spanish outposts contained settlers who had migrated from many more places in Europe than the ones in the English settlements. d. The Spanish outposts grew more slowly due to the harsh environment and threats of Native Americans. e. Though they started later, the Spanish outposts eventually grew much larger at a faster rate.

Answer: D Difficulty: 2 – Moderate Question ID: TB_04_32_Tensions in the Backcountry_Understand_LO 4.1 Topic: Tensions in the Backcountry Skill: Understand the Connections Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

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Brands, American Stories 3e Test Bank 33) Which best summarizes the basic philosophy of the Enlightenment? a. Reason could help humans achieve perfection in this world. b. Knowledge was of little use when confined to speculation. c. Faith and tolerance could help humans achieve perfection in this world. d. Absolutist governments must be replaced by representative governments. e. People must give up most possessions to achieve true enlightenment.

Answer: A Difficulty: 2 – Moderate Question ID: TB_04_33_The Impact of European Ideas on American Culture_Understand_LO 4.2 Topic: The Impact of European Ideas on American Culture Skill: Understand the Connections Objective: 4.2 How did European ideas affect eighteenth-century American life?

34) As a product of the Enlightenment thinking, Benjamin Franklin __________. a. turned to organized religion for meaning in his life b. devoted his life to his own personal religious views c. rejected the practical pursuits of life in favor of contemplation, meditation, and intellectual inquiry d. pursued his curiosities until they yielded useful scientific ideas and ingenious material inventions e. sought to find true enlightenment by giving up most of his material possessions Answer: D Difficulty: 2 – Moderate Question ID: TB_04_34_The Impact of European Ideas on American Culture_Understand_LO 4.2 Topic: The Impact of European Ideas on American Culture Skill: Understand the Connections Objective: 4.2 How did European ideas affect eighteenth-century American life?

35) What happened as a result of the growth of the eighteenth-century colonial economy? a. The population grew even faster and per capita income declined. b. Enforcement of the Navigation Acts sowed the seeds of a lingering bitterness against Britain. c. The colonies developed a strong industrial base. d. British consumers stimulated production of American sugar and tobacco. e. American exports increasingly found new markets in Asia and Africa.

Answer: D Difficulty: 2 – Moderate Question ID: TB_04_35_The Impact of European Ideas on American Culture_Understand_LO 4.2 Topic: The Impact of European Ideas on American Culture Skill: Understand the Connections Objective: 4.2 How did European ideas affect eighteenth-century American life?

36) Why did the balance of trade between England and the colonies turn dramatically in England's favor by the mid-eighteenth century? a. Trade between the colonies and the West Indies had declined. b. There was enormous demand in the colonies for British finished products. c. Industrialization was taking place in the colonies. d. Enforcement of the Navigation Acts had become more strict. e. There was enormous demand in the colonies for raw materials from England.

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Brands, American Stories 3e Test Bank Answer: B Difficulty: 2 – Moderate Question ID: TB_04_36_The Impact of European Ideas on American Culture_Understand_LO 4.2 Topic: The Impact of European Ideas on American Culture Skill: Understand the Connections Objective: 4.2 How did European ideas affect eighteenth-century American life?

37) Which of the following best characterizes the primary message of Jonathan Edwards in his preaching? a. A combination of good deeds and steadfast faith can bring salvation. b. Salvation will come through repentance only. c. The eternal fate of individuals is determined at birth. d. Old Light spokesmen are the only true possessors of truth. e. People can redeem themselves by performing good works.

Answer: C Difficulty: 2 – Moderate Question ID: TB_04_37_Religious Revivals in Provincial Societies_Understand_LO 4.3 Topic: Religious Revivals in Provincial Societies Skill: Understand the Connections Objective: 4.3 How did the Great Awakening transform the religious culture of colonial America?

38) Why did tension arise between colonial congregations of the 1740s and 1750s? a. Evangelical preachers began to challenge traditional preaching. b. Colonial preachers no longer wanted to be controlled by the English clergy. c. Some preachers wanted to prevent colonists from joining their congregations. d. Many preachers tried to convert Native Americans to evangelical Christianity. e. Congregations disagreed about whether women should participate in the church.

Answer: A Difficulty: 2 – Moderate Question ID: TB_04_38_Religious Revivals in Provincial Societies_Understand_LO 4.3 Topic: Religious Revivals in Provincial Societies Skill: Understand the Connections Objective: 4.3 How did the Great Awakening transform the religious culture of colonial America?

39) Which of the following was an important effect of the Great Awakening? a. It required obedience to traditional authority figures. b. It strengthened the authority of old colonial religions. c. It encouraged the development of conformity. d. It fostered a pessimistic view of the future among those touched by it. e. It evoked an awareness of a larger community of believers.

Answer: E Difficulty: 2 – Moderate Question ID: TB_04_39_Religious Revivals in Provincial Societies_Understand_LO 4.3 Topic: Religious Revivals in Provincial Societies Skill: Understand the Connections Objective: 4.3 How did the Great Awakening transform the religious culture of colonial America?

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Brands, American Stories 3e Test Bank 40) How were royal governors in colonial America more powerful than a king in eighteenth-century Britain? a. They had the power to overturn the verdict of colonial judges. b. They could appoint military commanders-in-chief in each colony. c. They had the power to appoint their own council. d. They had the power to tax the colonists. e. They had the right to veto legislation.

Answer: E Difficulty: 2 – Moderate Question ID: TB_04_40_Clash of Political Cultures_Understand_LO 4.4 Topic: Clash of Political Cultures Skill: Understand the Connections Objective: 4.4 Why were eighteenth-century colonial assemblies not fully democratic?

41) Colonial legislators saw their primary function as __________. a. improving the lives of their constituents b. preventing encroachments on the people's rights c. implementing the governor's policies d. mediating between the royal governor and the people e. supporting the governor to attain patronage appointments Answer: B Difficulty: 2 – Moderate Question ID: TB_04_41_Clash of Political Cultures_Understand_LO 4.4 Topic: Clash of Political Cultures Skill: Understand the Connections Objective: 4.4 Why were eighteenth-century colonial assemblies not fully democratic?

42) Which was a major concern of members of colonial assemblies? a. dealing with Native American violence on the frontier b. ensuring universal male suffrage c. preventing the rise of an aristocracy in the colonies d. working closely with the colonial governors e. maintaining what they saw as their rights as Englishmen Answer: E Difficulty: 2 – Moderate Question ID: TB_04_42_Clash of Political Cultures_Understand_LO 4.4 Topic: Clash of Political Cultures Skill: Understand the Connections Objective: 4.4 Why were eighteenth-century colonial assemblies not fully democratic?

43) One of the most important factors uniting Americans of different colonies into a single political culture was __________. a. the English common law b. cooperative royal governors c. similar social systems between the northern and southern colonies d. a respect for the sovereignty of Parliament e. fear of attack by Indians 63 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 2 – Moderate Question ID: TB_04_43_Clash of Political Cultures_Understand_LO 4.4 Topic: Clash of Political Cultures Skill: Understand the Connections Objective: 4.4 Why were eighteenth-century colonial assemblies not fully democratic?

44) Which best describes the change in colonial warfare during the eighteenth century? a. Rather than fight off Native Americans, the colonists found that their main enemies were colonists from other regions of the country. b. Rather than participate in European wars, the colonists were forced to battle against Native Americans. c. Instead of the threat from hostile Native Americans, the colonists faced threats from African American slaves. d. Instead of facing threats from Native Americans and African American slaves, the colonists were forced to fight against Spanish forces. e. Instead of being involved in local wars with Native Americans, the colonists became involved with the wars between Britain and France.

Answer: E Difficulty: 2 – Moderate Question ID: TB_04_44_Century of Imperial War_Understand_LO 4.5 Topic: Century of Imperial War Skill: Understand the Connections Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

45) By the mid-1700s, the colonial assemblies __________. a. had surrendered most powers to royal assemblies b. were gaining steadily in power c. were able to elect the colonial governors d. were completely independent in their actions from the mother country e. were full of mid-level bureaucrats seeking better patronage jobs Answer: B Difficulty: 2 – Moderate Question ID: TB_04_45_Century of Imperial War_Understand_LO 4.5 Topic: Century of Imperial War Skill: Understand the Connections Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

46) Which best describes Benjamin Franklin's main goal in drafting the Albany Plan? a. to organize a council of delegates to coordinate common defense and western expansion b. to propose the dredging of canals that connected Albany with Lake Erie and the St. Lawrence River c. to set up a system of common taxes and tariffs throughout the colonies d. to draft a constitution that freed the colonies from any control by the British crown e. to prepare the colonies for an eventual war of independence with England Answer: A 64 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_04_46_Century of Imperial War_Understand_LO 4.5 Topic: Century of Imperial War Skill: Understand the Connections Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

47) What was a major consequence of the Seven Years' War? a. The war required the colonists create a Grand Council for intercolonial cooperation. b. The war led to the creation of several new French colonies. c. The colonies began working toward independence from Britain. d. Britain admired the contributions of the colonists to their own defense. e. The war made colonists more aware of America and its land.

Answer: E Difficulty: 2 – Moderate Question ID: TB_04_47_Century of Imperial War_Understand_LO 4.5 Topic: Century of Imperial War Skill: Understand the Connections Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

48) What did the Great Awakening, intercolonial trade, and the rise of the colonial assemblies have in common? a. They created disdain for England. b. They created a rebellious spirit in America. c. They contributed to a growing sense of shared identity. d. They helped create imperial rivalry between England and France. e. They exacerbated the problems of an already divided citizenry.

Answer: C Difficulty: 2 – Moderate Question ID: TB_04_48_The Impact of European Ideas on American Culture_Analyze_LO 4.2 Topic: The Impact of European Ideas on American Culture / Religious Revivals in Provincial Societies / Clash of Political Cultures Skill: Analyze It Objective: 4.2 How did European ideas affect eighteenth-century American life?, 4.3 How did the Great Awakening transform the religious culture of colonial America?, 4.4 Why were eighteenth-century colonial assemblies not fully democratic?

49) How did the increase in British imports to the colonies in the 1700s affect American culture? a. The colonists produced less of their own homespun goods, which made them less reliant on old traditions. b. The colonists no longer relied on imports from other countries and became less connected to French and Spanish cultures. c. The same British goods were sold throughout the colonies, which gave colonists a collective background and brought them into greater contact with each other. d. The colonists of different colonies developed interests in different British imports, which led to greater isolation and greater identification with their own region. e. The colonists were introduced to new British traditions through the imports they bought, and lost much of their original American culture.

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Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_04_49_The Impact of European Ideas on American Culture_Analyze_LO 4.2 Topic: The Impact of European Ideas on American Culture Skill: Analyze It Objective: 4.2 How did European ideas affect eighteenth-century American life?

50) Which statement is the best interpretation of this sentence: "For the British, 'American' was a way of saying 'not quite English'"? a. The British believed that the colonists could only become truly American if they broke away from the crown. b. The British felt that the colonists needed to import more British goods in order to be considered truly British. c. The British did not perceive the differences among the various colonies and thought all Americans were the same. d. The British regarded colonists as second-class citizens and did not consider them to be equal to British citizens. e. The British felt that the colonists no longer wanted to be British and had rejected many of their traditional ways.

Answer: D Difficulty: 2 – Moderate Question ID: TB_04_50_Century of Imperial War_Analyze_LO 4.5 Topic: Century of Imperial War Skill: Analyze It Objective: 4.5 Why did colonial Americans support Great Britain’s wars against France?

Essay Questions 51) What difficulties did Native Americans encounter in their struggle to maintain cultural independence?

What was the function of the "middle ground"?

Difficulty: 3 – Difficult Question ID: TB_04_51_Tensions in the Backcountry_Analyze_LO 4.1 Topic: Tensions in the Backcountry Skill: Analyze It Objective: 4.1 What difficulties did Native Americans face in maintaining their cultural independence on the frontiers of English and Spanish settlement?

52) Analyze the dynamic between the Enlightenment and the Great Awakening in shaping eighteenthcentury American culture.

Difficulty: 3 – Difficult Question ID: TB_04_52_The Impact of European Ideas on American Culture_Analyze_LO 4.2 Topic: The Impact of European Ideas on American Culture Skill: Analyze It Objective: 4.2 How did European ideas affect eighteenth-century American life?

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Brands, American Stories 3e Test Bank 53) Why did colonists believe that their governments replicated the English political system? What factors made these governments uniquely American? How may this have paved the way for eventual political union?

Difficulty: 3 – Difficult Question ID: TB_04_53_Clash of Political Cultures_Analyze_LO 4.4 Topic: Clash of Political Cultures Skill: Analyze It Objective: 4.4 Why were eighteenth-century colonial assemblies not fully democratic?

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Brands, American Stories 3e Test Bank

Chapter 5: The American Revolution: From Elite Protest to Popular Revolt, 1763-1783

Multiple-Choice Questions 1) At the end of the Seven Years' War, American colonists could be characterized best as __________. a. hostile toward the British b. optimistic about the future c. apathetic about colonial-British relations d. eager for independence from Great Britain e. trying to rebuild Answer: B Difficulty: 1 – Easy Question ID: TB_05_01_Structure of Colonial Society_Remember_LO 5.1 Topic: Structure of Colonial Society Skill: Remember the Facts Objective: 5.1 Why did Americans resist parliamentary taxation?

2) George III believed __________. a. Parliament should run the empire b. the monarch should make policies for the empire c. the monarch should be a figurehead d. qualified men should run the government e. the monarch should consider parliamentary opinion when making decisions Answer: B Difficulty: 1 – Easy Question ID: TB_05_02_Structure of Colonial Society_Remember_LO 5.1 Topic: Structure of Colonial Society Skill: Remember the Facts Objective: 5.1 Why did Americans resist parliamentary taxation?

3) The central issue in the Anglo-American debate over governance was __________. a. divine sovereignty b. laissez-faire c. parliamentary sovereignty d. absolute rule e. colonial sovereignty Answer: C Difficulty: 2 – Moderate Question ID: TB_05_03_Structure of Colonial Society_Remember_LO 5.1 Topic: Structure of Colonial Society Skill: Remember the Facts Objective: 5.1 Why did Americans resist parliamentary taxation?

4) In the 1760s and 1770s, colonists viewed the political struggle with Britain in terms of __________.

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Brands, American Stories 3e Test Bank a. haves against have-nots b. democracy against aristocracy c. good against evil d. West against East e. agriculture against industrialization Answer: C Difficulty: 2 – Moderate Question ID: TB_05_04_Structure of Colonial Society_Remember_LO 5.1 Topic: Structure of Colonial Society Skill: Remember the Facts Objective: 5.1 Why did Americans resist parliamentary taxation?

5) The English political philosopher most often cited by American rebels was __________. a. Thomas Paine b. Edmund Burke c. William Pitt d. John Locke e. David Hume Answer: D Difficulty: 1 – Easy Question ID: TB_05_05_Structure of Colonial Society_Remember_LO 5.1 Topic: Structure of Colonial Society Skill: Remember the Facts Objective: 5.1 Why did Americans resist parliamentary taxation?

6) According to which political theory is power dangerous and must be countered by virtue? a. commonwealth ideology b. separation of powers c. balance of power d. contractual law e. corruption and virtue Answer: A Difficulty: 1 – Easy Question ID: TB_05_06_Structure of Colonial Society_Remember_LO 5.1 Topic: Structure of Colonial Society Skill: Remember the Facts Objective: 5.1 Why did Americans resist parliamentary taxation?

7) A major source of information for the colonists was __________. a. newspapers b. books c. church meetings d. the marketplace e. the town crier Answer: A 69 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_05_07_Structure of Colonial Society_Remember_LO 5.1 Topic: Structure of Colonial Society Skill: Remember the Facts Objective: 5.1 Why did Americans resist parliamentary taxation?

8) Who was the Delaware Prophet? a. Cotton Mather b. Pontiac c. Charles Townshend d. George Grenville e. Neolin Answer: E Difficulty: 1 – Easy Question ID: TB_05_08_Eroding the Bonds of Empire_Remember_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Remember the Facts Objective: 5.2 What events eroded the bonds of empire during the 1760s?

9) Which parliamentary act prohibited colonial settlement west of the Appalachian Mountains? a. Navigation Act of 1772 b. Proclamation of 1763 c. Stamp Act of 1765 d. Townshend Acts of 1767 e. Settlement Act of 1765 Answer: B Difficulty: 1 – Easy Question ID: TB_05_09_Eroding the Bonds of Empire_Remember_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Remember the Facts Objective: 5.2 What events eroded the bonds of empire during the 1760s?

10) The radical American group that first emerged during the Stamp Act crisis was known as __________. a. the Loyalists b. the Sons of Liberty c. the Democratic Republicans d. the Federalists e. Oliver's Raiders Answer: B Difficulty: 1 – Easy Question ID: TB_05_10_Eroding the Bonds of Empire_Remember_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Remember the Facts Objective: 5.2 What events eroded the bonds of empire during the 1760s?

11) The Stamp Act of 1765 affected __________.

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Brands, American Stories 3e Test Bank a. only businessmen and merchants b. primarily colonial manufacturers c. ordinary people, as well as the elite d. only those in direct trade with Great Britain e. notaries and other public officials Answer: C Difficulty: 2 – Moderate Question ID: TB_05_11_Eroding the Bonds of Empire_Remember_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Remember the Facts Objective: 5.2 What events eroded the bonds of empire during the 1760s?

12) The boycott movement against the Stamp Act __________. a. had little effect on Great Britain b. mobilized colonial women to action c. ultimately hurt American businessmen more than British d. was opposed by New England businessmen e. was badly organized Answer: B Difficulty: 2 – Moderate Question ID: TB_05_12_Eroding the Bonds of Empire_Remember_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Remember the Facts Objective: 5.2 What events eroded the bonds of empire during the 1760s?

13) Which of the following acts stated Parliament's belief in its own sovereignty? a. Townshend Acts b. Declaratory Act c. Coercive Acts d. Stamp Act e. Sovereignty Act Answer: B Difficulty: 2 – Moderate Question ID: TB_05_13_Eroding the Bonds of Empire_Remember_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Remember the Facts Objective: 5.2 What events eroded the bonds of empire during the 1760s?

14) The fundamental issue leading to the Boston Massacre in 1770 was the __________. a. British attempt to enforce the Tea Act b. Boston Tea Party c. passage of the Townshend Acts d. sinking of the Gaspee e. presence of so many British troops in American cities Answer: E 71 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_05_14_Eroding the Bonds of Empire_Remember_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Remember the Facts Objective: 5.2 What events eroded the bonds of empire during the 1760s?

15) The Boston Massacre __________. a. proved the importance of the British army in the colonies b. earned the colonists a partial victory c. had little effect on Anglo-colonial relations d. had little support from colonial leaders e. left fifty-three Americans dead Answer: B Difficulty: 2 – Moderate Question ID: TB_05_15_Eroding the Bonds of Empire_Remember_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Remember the Facts Objective: 5.2 What events eroded the bonds of empire during the 1760s?

16) Prior to 1774, Samuel Adams's role can best be described as __________. a. pacifier b. compromiser c. genuine revolutionary d. pragmatist e. guerilla fighter Answer: C Difficulty: 2 – Moderate Question ID: TB_05_16_Eroding the Bonds of Empire_Remember_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Remember the Facts Objective: 5.2 What events eroded the bonds of empire during the 1760s?

17) The Tea Act of 1773 was passed in order to __________. a. save the East India Company b. raise revenue to pay royal governors' salaries c. punish colonists for the Boston Massacre d. support the stationing of British troops in America e. recover revenue lost by reducing the tax on molasses Answer: A Difficulty: 1 – Easy Question ID: TB_05_17_Eroding the Bonds of Empire_Remember_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Remember the Facts Objective: 5.2 What events eroded the bonds of empire during the 1760s?

18) England passed the Coercive Acts in response to the __________. a. colonial boycott of the Stamp Act 72 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. Boston Tea Party c. American victory at Saratoga d. Declaratory Act e. Tea Act Answer: B Difficulty: 1 – Easy Question ID: TB_05_18_Eroding the Bonds of Empire_Remember_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Remember the Facts Objective: 5.2 What events eroded the bonds of empire during the 1760s?

19) The Suffolk Resolves advocated __________. a. forcible resistance to the Coercive Acts b. the assassination of British tax collectors c. the formation of an American navy d. the repeal of the Stamp Act e. the formation of the Sons of Liberty Answer: A Difficulty: 1 – Easy Question ID: TB_05_19_Steps Toward Independence_Remember_LO 5.3 Topic: Steps Toward Independence Skill: Remember the Facts Objective: 5.3 What events in 1775 and 1776 led to the colonists’ decision to declare independence?

20) In December 1775, Parliament passed the ________, which declared war on American international commerce. a. Declaratory Act b. Prohibitory Act c. Commerce Act d. Tea Act e. Trade Act Answer: B Difficulty: 1 – Easy Question ID: TB_05_20_Steps Toward Independence_Remember_LO 5.3 Topic: Steps Toward Independence Skill: Remember the Facts Objective: 5.3 What events in 1775 and 1776 led to the colonists’ decision to declare independence?

21) The author of the Declaration of Independence was __________. a. George Washington b. Benjamin Franklin c. Samuel Adams d. Patrick Henry e. Thomas Jefferson Answer: E 73 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_05_21_Steps Toward Independence_Remember_LO 5.3 Topic: Steps Toward Independence Skill: Remember the Facts Objective: 5.3 What events in 1775 and 1776 led to the colonists’ decision to declare independence?

22) The Declaration of Independence __________. a. stated that all power came from the people and monarchs who ruled by force surrender their claim to obedience b. had little immediate impact c. was unanimously approved with no alterations d. was adopted by the First Continental Congress on July 4th, 1776 e. called for non-violent methods of resistance until a vote for independence could take place Answer: D Difficulty: 2 – Moderate Question ID: TB_05_22_Steps Toward Independence_Remember_LO 5.3 Topic: Steps Toward Independence Skill: Remember the Facts Objective: 5.3 What events in 1775 and 1776 led to the colonists’ decision to declare independence?

23) The American victory that led to the French alliance occurred at __________. a. Saratoga b. Yorktown c. Breed's Hill d. Philadelphia e. Trenton Answer: A Difficulty: 1 – Easy Question ID: TB_05_23_Fighting for Independence_Remember_LO 5.4 Topic: Fighting for Independence Skill: Remember the Facts Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

24) Whose activities were essential to the establishment of a colonial alliance with the French? a. Thomas Paine b. John Adams c. John Dickinson d. Thomas Jefferson e. Benjamin Franklin Answer: E Difficulty: 1 – Easy Question ID: TB_05_24_Fighting for Independence_Remember_LO 5.4 Topic: Fighting for Independence Skill: Remember the Facts Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

25) For the British, French intervention meant __________.

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Brands, American Stories 3e Test Bank a. a change in military strategy b. little change in their military strategy c. little challenge to their empire d. a new ally in the war effort e. fighting a two-front war, both in the colonies and in Europe Answer: A Difficulty: 1 – Easy Question ID: TB_05_25_Fighting for Independence_Remember_LO 5.4 Topic: Fighting for Independence Skill: Remember the Facts Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

26) How did ordinary colonists respond after the wealthy elite had initiated the American rebellion? a. They rejected the lead of their "betters." b. They lost rights gained during the colonial period. c. They turned an elite movement into a mass movement. d. They fought for a social-economic revolution against the gentry. e. They retreated further from political activities.

Answer: C Difficulty: 2 – Moderate Question ID: TB_05_26_Introduction—Moment of Decision—Commitment and Sacrifice_Understand Topic: Introduction—Moment of Decision—Commitment and Sacrifice Skill: Understand the Connections Objective: N/A 27) Which was central to the colonists' position in the Anglo-American debate over parliamentary powers? a. their strong belief in the powers of their own provincial assemblies b. their unswerving support of the monarchy c. their willingness to defer to the wishes of Parliament d. their desire for an authoritarian government e. their desire for revolution Answer: A Difficulty: 1 – Easy Question ID: TB_05_27_Structure of Colonial Society_Understand_LO 5.1 Topic: Structure of Colonial Society Skill: Understand the Connections Objective: 5.1 Why did Americans resist parliamentary taxation?

28) Which of the following linked religious ideas to the practice of government? a. colonial newspapers b. the Great Awakening c. theories of the Earl of Bute d. ideas from the Commonwealthmen e. the works of John Locke Answer: B 75 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_05_28_Structure of Colonial Society_Understand_LO 5.1 Topic: Structure of Colonial Society Skill: Understand the Connections Objective: 5.1 Why did Americans resist parliamentary taxation?

29) What was the most significant consequence of the Seven Years' War? a. its virtual destruction of American Indians b. Britain's staggering war debt c. the remaining French toehold in Quebec d. the assassination of George II e. a distaste for further fighting by the colonists Answer: B Difficulty: 1 – Easy Question ID: TB_05_29_Eroding the Bonds of Empire_Understand_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Understand the Connections Objective: 5.2 What events eroded the bonds of empire during the 1760s?

30) How did the Sugar Act differ from earlier regulations, such as the Navigation Acts? a. Its purpose was to show the colonists that they were not in control. b. Its purpose was to show the colonists that they were autonomous. c. It taxed sugar for the specific benefit of the East India Company. d. Its purpose was to collect revenue from the Americans. e. It had nothing to do with trade.

Answer: D Difficulty: 2 – Moderate Question ID: TB_05_30_Eroding the Bonds of Empire_Understand_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Understand the Connections Objective: 5.2 What events eroded the bonds of empire during the 1760s?

31) Which of the following occurred as part of the Stamp Act crisis? a. Newspapers throughout the colonies denounced the Virginia Resolves. b. Colonial leaders from different regions gathered in New York City to petition the king in protest. c. Calls for women to stay out of the political sphere increased. d. Massachusetts reacted so bitterly that the British imposed the Coercive Acts. e. Ordinary men and women were not affected, so protests were small and focused on the elite.

Answer: B Difficulty: 2 – Moderate Question ID: TB_05_31_Eroding the Bonds of Empire_Understand_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Understand the Connections Objective: 5.2 What events eroded the bonds of empire during the 1760s?

32) What was the tone of the Stamp Act Congress? a. extreme radicalism, with some delegates pushing for acts of violence 76 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. restraint and conciliation, with no mention of independence or disloyalty c. bitter division between pro-independence radicals and Loyalists who favored British rule d. angry disputes between various colonies and regions e. antagonistic, with some delegates calling for an immediate declaration of independence Answer: B Difficulty: 2 – Moderate Question ID: TB_05_32_Eroding the Bonds of Empire_Understand_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Understand the Connections Objective: 5.2 What events eroded the bonds of empire during the 1760s?

33) Which list places events in the correct order? a. Townshend duties, Boston Tea Party, Boston Massacre, Coercive Acts b. Townshend duties, Boston Massacre, Boston Tea Party, Coercive Acts c. Boston Tea Party, Coercive Acts, Boston Massacre, Townshend duties d. Coercive Acts, Boston Tea Party, Boston Massacre, Townshend duties e. Boston Tea Party, Boston Massacre, Townshend duties, Coercive Acts Answer: B Difficulty: 2 – Moderate Question ID: TB_05_33_Eroding the Bonds of Empire_Understand_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Understand the Connections Objective: 5.2 What events eroded the bonds of empire during the 1760s?

34) While repealing the Townshend duties, why did the North ministry retain a tax on tea? a. to stabilize prices for tea b. to punish American tea smugglers c. to punish John Hancock, Samuel Adams, and the Sons of Liberty d. to symbolize Parliament's power to tax Americans e. to ensure that tea from England would not be boycotted Answer: D Difficulty: 2 – Moderate Question ID: TB_05_34_Eroding the Bonds of Empire_Understand_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Understand the Connections Objective: 5.2 What events eroded the bonds of empire during the 1760s?

35) What was the main purpose of the Continental Association formed at the First Continental Congress? a. to foster improved relations between the various colonies b. to seek a conservative, peaceful resolution of the political crises of the mid-1770s c. to raise money to feed starving Indians displaced by western settlements d. to maintain a total boycott of all British imports e. to raise and equip armies to fight for the American cause Answer: D

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_05_35_Steps Toward Independence_Understand_LO 5.3 Topic: Steps Toward Independence Skill: Understand the Connections Objective: 5.3 What events in 1775 and 1776 led to the colonists’ decision to declare independence?

36) What was the most important responsibility facing the Second Continental Congress? a. to convince the colonists of the necessity for war b. to win loyalty from the Indians c. to organize the colonies for war d. to find a strong political leader for the nation e. to draft the Declaration of Independence Answer: C Difficulty: 2 – Moderate Question ID: TB_05_36_Steps Toward Independence_Understand_LO 5.3 Topic: Steps Toward Independence Skill: Understand the Connections Objective: 5.3 What events in 1775 and 1776 led to the colonists’ decision to declare independence?

37) What was the significance of Thomas Paine's Common Sense? a. It provided the colonists with a rationale for revolution. b. It acknowledged the sovereignty of the monarch. c. It persuaded colonial elites to sever their ties with Great Britain. d. It had little immediate popularity among the colonists. e. It did not criticize all monarchs, just George III. Answer: A Difficulty: 2 – Moderate Question ID: TB_05_37_Steps Toward Independence_Understand_LO 5.3 Topic: Steps Toward Independence Skill: Understand the Connections Objective: 5.3 What events in 1775 and 1776 led to the colonists’ decision to declare independence?

38) Which of the following explains why England lost the Revolutionary War? a. The British government did not believe it could win the war. b. British finances could not support the war. c. British strategists did not understand how to fight the war. d. George III never supported the war effort. e. British soldiers sympathized with the Americans.

Answer: C Difficulty: 2 – Moderate Question ID: TB_05_38_Fighting for Independence_Understand_LO 5.4 Topic: Fighting for Independence Skill: Understand the Connections Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

39) What was the role of the colonial militias? a. They played a decisive role in several major battles.

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Brands, American Stories 3e Test Bank b. They kept the slave population in line. c. They maintained political control in areas not occupied by British troops. d. They consisted mainly of African Americans. e. They would sometimes switch sides if they did not get paid.

Answer: C Difficulty: 2 – Moderate Question ID: TB_05_39_Fighting for Independence_Understand_LO 5.4 Topic: Fighting for Independence Skill: Understand the Connections Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

40) Why did many African Americans in the North take up arms to fight the British? a. They believed that the king and the British Parliament were solely responsible for their lack of freedom. b. They felt that the British had unfairly taxed them without offering representation in Congress. c. They believed that the Americans were more likely to win the war. d. They felt that the army was the safest place for them to be at the time. e. They felt that the Americans were more likely to free them from slavery if they sided with them.

Answer: E Difficulty: 2 – Moderate Question ID: TB_05_40_Fighting for Independence_Understand_LO 5.4 Topic: Fighting for Independence Skill: Understand the Connections Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

41) What did military strategists in 1779 predict would be Britain's last chance for victory over the colonies? a. a more effective use of its great navy b. the breaking of the French-American alliance c. calling on its European allies for help d. a successful campaign in the American South e. increasing the British army in the colonies by 25,000 men Answer: D Difficulty: 2 – Moderate Question ID: TB_05_41_Fighting for Independence_Understand_LO 5.4 Topic: Fighting for Independence Skill: Understand the Connections Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

42) Which event marked the end of the military phase of the war? a. the capture of New York City by French forces b. Burgoyne's surrender at Saratoga c. the British evacuation of Boston d. Cornwallis's surrender at Yorktown e. the destruction of a British army at the Battle of New Orleans Answer: D 79 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_05_42_Fighting for Independence_Understand_LO 5.4 Topic: Fighting for Independence Skill: Understand the Connections Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

43) American Loyalists, who sided with the British during the War for Independence, __________. a. tended to be wealthy conservatives b. were known for their wickedness and immorality c. favored a strongly centralized, authoritarian form of government d. came from all occupations and social classes e. were pacifists who opposed war for any reason Answer: D Difficulty: 2 – Moderate Question ID: TB_05_43_Fighting for Independence_Understand_LO 5.4 Topic: Fighting for Independence Skill: Understand the Connections Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

44) After the Revolutionary War, why did many American Loyalists, who returned to England, feel betrayed? a. They were treated as second-class citizens in England. b. They were denied any monetary compensation for their sacrifices. c. They were viewed as traitors by the native-born English. d. They were viewed as foreigners by the native-born English. e. They were put in prisons because they would not pay their debts.

Answer: A Difficulty: 2 – Moderate Question ID: TB_05_44_Fighting for Independence_Understand_LO 5.4 Topic: Fighting for Independence Skill: Understand the Connections Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

45) What was the significance of the Treaty of Paris of 1783? a. It established the American borders at the Appalachian Mountains. b. It ensured Loyalists would not be compensated for their lands. c. It did not provide a favorable conclusion to the war. d. It allowed Americans the opportunity for an independent nation. e. It provided for fair treatment of Native Americans in America’s interior.

Answer: D Difficulty: 2 – Moderate Question ID: TB_05_45_Fighting for Independence_Understand_LO 5.4 Topic: Fighting for Independence Skill: Understand the Connections Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

46) Which of the following was a key benefit of the Treaty of Paris for the United States?

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Brands, American Stories 3e Test Bank a. the rights to Florida b. fishing rights in the Gulf of Mexico c. guaranteed independence from Britain d. a portion of the territory east of the Mississippi River would be owned by the United States e. the Loyalists were forced to move to Canada Answer: C Difficulty: 2 – Moderate Question ID: TB_05_46_Fighting for Independence_Understand_LO 5.4 Topic: Fighting for Independence Skill: Understand the Connections Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

47) What challenge remained for the colonists following the signing of the Treaty of Paris? a. deciding what form the new government would take b. determining how to return seized property and lands to the Loyalists c. compensating plantation owners for slaves who fought for the British d. learning to fend off French attempts to control the country e. compensating Native Americans for ceded lands in the newly gained territories Answer: A Difficulty: 2 – Moderate Question ID: TB_05_47_Fighting for Independence_Understand_LO 5.4 Topic: Fighting for Independence Skill: Understand the Connections Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

48) What was the most significant outcome of the Boston Massacre? a. It demonstrated to the colonists that British troops were largely symbolic and the British would back down in the face of organized resistance. b. It demonstrated to the colonists that British troops had no effective way to restore order in the colonies. c. It showed that the colonists had a better organized army than the British and would be difficult to defeat. d. It was the first act of organized resistance against the British troops in the colonies. e. It demonstrated to the colonists that British troops would resort to violence to restore order in the colonies.

Answer: E Difficulty: 2 – Moderate Question ID: TB_05_48_Eroding the Bonds of Empire_Analyze_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Analyze It Objective: 5.2 What events eroded the bonds of empire during the 1760s?

49) Which statement best explains why the Boston Tea Party became a famous symbol of the American Revolution? a. The Boston Tea Party was one of the most destructive acts in the entire war. b. The Boston Tea Party was the final action before the first shots that led to the actual war. c. The Boston Tea Party showed that the colonists had lost their respect for the British monarchy.

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Brands, American Stories 3e Test Bank d. The Boston Tea Party not only killed many soldiers, but it also destroyed property worth millions of dollars. e. The Boston Tea Party was an unprecedented act of violence by angry colonists against the British troops.

Answer: C Difficulty: 2 – Moderate Question ID: TB_05_49_Eroding the Bonds of Empire_Analyze_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Analyze It Objective: 5.2 What events eroded the bonds of empire during the 1760s?

50) What does the following quote by Benjamin Rush signify? "The American war is over, but this is far from being the case with the American Revolution. On the contrary, nothing but the first act of the great drama is closed." a. The American Revolution was not a war at all, but merely a break from English control over the colonies. b. The war was merely the first step in the colonists' move toward establishing a truly independent nation. c. The war was not yet over, and the Americans needed to prepare for another round of fighting against the British if they ever hoped to gain their independence. d. Americans needed to revolt against other European countries that were restricting their trade and keeping them from economic and political independence. e. The American Revolution would not end until the English monarchy was destroyed and a new form of government was put in place in England to better rule the colonies.

Answer: B Difficulty: 2 – Moderate Question ID: TB_05_50_Fighting for Independence_Analyze_LO 5.4 Topic: Fighting for Independence Skill: Analyze It Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

Essay Questions 51) Why were parliamentary sovereignty and the meaning of representation the main points of conflict in the years leading up to the Revolution? Why would the writings of the Commonwealthmen have appealed to Americans influenced by the Great Awakening?

Difficulty: 3 – Difficult Question ID: TB_05_51_Structure of Colonial Society_Analyze_LO 5.1 Topic: Structure of Colonial Society Skill: Analyze It Objective: 5.1 Why did Americans resist parliamentary taxation?

52) How did the outcome of the French and Indian War affect Native Americans?

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_05_52_Eroding the Bonds of Empire_Analyze_LO 5.2 Topic: Eroding the Bonds of Empire Skill: Analyze It Objective: 5.2 What events eroded the bonds of empire during the 1760s?

53) What factors led to British defeat in the American Revolution?

Difficulty: 3 – Difficult Question ID: TB_05_53_Fighting for Independence_Analyze_LO 5.4 Topic: Fighting for Independence Skill: Analyze It Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

54) Why did some Americans oppose independence? How did their overall political beliefs compare with those of Americans who supported independence?

Difficulty: 3 – Difficult Question ID: TB_05_54_Fighting for Independence_Analyze_LO 5.4 Topic: Fighting for Independence Skill: Analyze It Objective: 5.4 Why did it take eight years of warfare for the Americans to gain independence?

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Brands, American Stories 3e Test Bank

Chapter 6: The Republican Experiment, 1783-1788 Multiple-Choice Questions 1) As understood in the late 1700s, a republic was a system in which ultimate political authority is vested in __________. a. a constitutional monarchy b. the people c. the chosen few d. the rich and powerful e. evangelical Protestants Answer: B Difficulty: 1 – Easy Question ID: TB_06_01_Defining Republican Culture_Remember_LO 6.1 Topic: Defining Republican Culture Skill: Remember the Facts Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

2) The law permitting a man to pass on his entire estate to his eldest son was known as __________. a. access b. primogeniture c. federalism d. land tenure e. the law of entail Answer: B Difficulty: 1 – Easy Question ID: TB_06_02_Defining Republican Culture_Remember_LO 6.1 Topic: Defining Republican Culture Skill: Remember the Facts Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

3) __________ caused the most important changes in voting patterns in the immediate postwar years. a. The tremendous loss of male lives b. Western migration c. The dramatically increased standard of living d. The Articles of Confederation e. The movement of state capitals to more central locations Answer: B Difficulty: 1 – Easy Question ID: TB_06_03_Defining Republican Culture_Remember_LO 6.1 Topic: Defining Republican Culture Skill: Remember the Facts Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

4) The leading African American scientist and mathematician in early America was __________.

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Brands, American Stories 3e Test Bank a. John Woolman b. Richard Allen c. Benjamin Banneker d. Sojourner Truth e. Phillis Wheatley Answer: C Difficulty: 1 – Easy Question ID: TB_06_04_Defining Republican Culture_Remember_LO 6.1 Topic: Defining Republican Culture Skill: Remember the Facts Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

5) Even before achieving statehood, __________ prohibited slavery in its constitution. a. Connecticut b. New Jersey c. Massachusetts d. Pennsylvania e. Vermont Answer: E Difficulty: 1 – Easy Question ID: TB_06_05_Defining Republican Culture_Remember_LO 6.1 Topic: Defining Republican Culture Skill: Remember the Facts Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

6) How many states did not have to draft new constitutions, since they already had republican governments as part of their colonial charters? a. none b. one c. two d. three e. four Answer: C Difficulty: 2 – Moderate Question ID: TB_06_06_Defining Republican Culture_Remember_LO 6.1 Topic: Defining Republican Culture Skill: Remember the Facts Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

7) An important fact about the Americans who wrote the first state constitutions was that they __________. a. totally rejected British traditions and ideas in creating them b. demanded written documents c. refused to include bills of rights d. made the constitutions vague and imprecise where basic rights were concerned e. followed the example of the British constitution 85 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: B Difficulty: 1 – Easy Question ID: TB_06_07_Defining Republican Culture_Remember_LO 6.1 Topic: Defining Republican Culture Skill: Remember the Facts Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

8) Most new state constitutions after the American Revolution __________. a. strengthened the power of the governor b. weakened the power of the legislature c. were agreed-upon rather than written d. included declarations of rights e. affirmed freedom of speech and press but not of religion Answer: D Difficulty: 1 – Easy Question ID: TB_06_08_Stumbling Toward a New National Government_Remember_LO 6.2 Topic: Stumbling Toward a New National Government Skill: Remember the Facts Objective: 6.2 Why did many Americans regard the Articles of Confederation as inadequate?

9) John Dickinson's 1776 plan for a new U.S. government revolved around the concept of __________. a. a weak central government b. extremely powerful state governments c. unification with Canada d. a strong central government e. a centralized banking system Answer: D Difficulty: 1 – Easy Question ID: TB_06_09_Stumbling Toward a New National Government_Remember_LO 6.2 Topic: Stumbling Toward a New National Government Skill: Remember the Facts Objective: 6.2 Why did many Americans regard the Articles of Confederation as inadequate?

10) The Articles of Confederation __________. a. gave too much power to the central government b. provided for state representation by population c. jealously guarded state sovereignty at the expense of national power d. created a powerful presidency e. changed little from first draft to final document Answer: C Difficulty: 2 – Moderate Question ID: TB_06_10_Stumbling Toward a New National Government_Remember_LO 6.2 Topic: Stumbling Toward a New National Government Skill: Remember the Facts Objective: 6.2 Why did many Americans regard the Articles of Confederation as inadequate?

11) The controversy that delayed ratification of the Articles of Confederation involved __________.

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Brands, American Stories 3e Test Bank a. slavery b. the disposition of western lands c. American relations with European countries d. regulating trade with British manufacturers e. boundaries between the states Answer: B Difficulty: 2 – Moderate Question ID: TB_06_11_Stumbling Toward a New National Government_Remember_LO 6.2 Topic: Stumbling Toward a New National Government Skill: Remember the Facts Objective: 6.2 Why did many Americans regard the Articles of Confederation as inadequate?

12) The most important accomplishment of Congress under the Articles of Confederation was its __________. a. disposition of the Florida border problem with Spain b. passage of ordinances organizing the Northwest Territory c. management of the nation's financial affairs d. rejection of British demands for territory along the country's borders with Canada e. set of rules for interstate trade and tariffs Answer: B Difficulty: 2 – Moderate Question ID: TB_06_12_Stumbling Toward a New National Government_Remember_LO 6.2 Topic: Stumbling Toward a New National Government Skill: Remember the Facts Objective: 6.2 Why did many Americans regard the Articles of Confederation as inadequate?

13) Under the terms of the __________, an orderly process for laying out lands and towns in the western territory was established. a. Land Ordinance of 1785 b. Northwest Ordinance of 1787 c. Proclamation of 1763 d. Cumberland Agreement e. Ordinance of 1784 Answer: A Difficulty: 2 – Moderate Question ID: TB_06_13_Stumbling Toward a New National Government_Remember_LO 6.2 Topic: Stumbling Toward a New National Government Skill: Remember the Facts Objective: 6.2 Why did many Americans regard the Articles of Confederation as inadequate?

14) The Northwest Ordinance of 1787 __________. a. defined the process by which a territory became a state b. provided for the surveying of the Northwest Territory c. ignored the basic rights of settlers in the region d. specifically allowed slavery to exist in the region e. was one of the first acts passed under the Confederation 87 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 1 – Easy Question ID: TB_06_14_Stumbling Toward a New National Government_Remember_LO 6.2 Topic: Stumbling Toward a New National Government Skill: Remember the Facts Objective: 6.2 Why did many Americans regard the Articles of Confederation as inadequate?

15) The most brilliant American political theorist of the post-Revolutionary period was __________. a. James Madison b. George Washington c. John Locke d. John Adams e. Thomas Jefferson Answer: A Difficulty: 2 – Moderate Question ID: TB_06_15_"Have We Fought for This?”_Remember_LO 6.3 Topic: "Have We Fought for This?"

Skill: Remember the Facts Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

16) The European philosopher whose ideas supported the theory of state sovereignty was __________. a. Locke b. Montesquieu c. Voltaire d. Machiavelli e. Rousseau Answer: B Difficulty: 2 – Moderate Question ID: TB_06_16_"Have We Fought for This?”_Remember_LO 6.3 Topic: "Have We Fought for This?"

Skill: Remember the Facts Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

17) The most important result of the Annapolis Meeting of 1786 was __________. a. that it added support for the Articles of Confederation b. the establishment of new, more efficient trade regulations for the United States c. the settlement of problems involving Spain's control of the Mississippi River d. the nationalists' recommendation to Congress for a convention to revise the Articles of Confederation e. the growing political power and influence of James Madison Answer: D Difficulty: 2 – Moderate Question ID: TB_06_17_"Have We Fought for This?”_Remember_LO 6.3 Topic: "Have We Fought for This?"

Skill: Remember the Facts Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

18) Shays's Rebellion involved __________.

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Brands, American Stories 3e Test Bank a. discontented New England merchants b. western settlers demanding Indian territory c. supporters of freer trade with Great Britain d. discontented farmers in Massachusetts e. Continental Army officers who had been denied their pensions Answer: D Difficulty: 1 – Easy Question ID: TB_06_18_"Have We Fought for This?”_Remember_LO 6.3 Topic: "Have We Fought for This?"

Skill: Remember the Facts Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

19) An important procedural decision approved at the opening of the Constitutional Convention involved __________. a. publicizing the convention's meetings and debates b. its refusal to allow the small states to present their plans for constitutional revisions c. the decision to keep deliberations as secret as possible d. the election of James Madison as chairman e. the requirement of a plurality rather than a simple majority to implement changes Answer: C Difficulty: 2 – Moderate Question ID: TB_06_19_"Have We Fought for This?”_Remember_LO 6.3 Topic: "Have We Fought for This?"

Skill: Remember the Facts Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

20) Under the intellectual guidance of __________, the Constitutional Convention formed a new government. a. Robert Morris b. Alexander Hamilton c. James Madison d. Benjamin Franklin e. Thomas Jefferson Answer: C Difficulty: 1 – Easy Question ID: TB_06_20_"Have We Fought for This?”_Remember_LO 6.3 Topic: "Have We Fought for This?"

Skill: Remember the Facts Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

21) The compromise that resolved the dispute between the large and the small states included __________. a. the states would be equally represented in the lower house b. all bills pertaining to taxation or spending would begin in the upper house c. the states would be proportionally represented according to population in the upper house d. slave-holding states could count 60 percent of their slaves for purposes of representation e. in both houses, at the beginning, there would be one representative for every 30,000 inhabitants 89 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: D Difficulty: 2 – Moderate Question ID: TB_06_21_"Have We Fought for This?”_Remember_LO 6.3 Topic: "Have We Fought for This?"

Skill: Remember the Facts Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

22) The three-fifths rule concerned the issue of __________. a. whether to count slaves as part of the population b. the number of branches in the national government c. checks and balances d. presidential power e. the number of votes required in the House to pass legislation Answer: A Difficulty: 1 – Easy Question ID: TB_06_22_"Have We Fought for This?”_Remember_LO 6.3 Topic: "Have We Fought for This?"

Skill: Remember the Facts Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

23) The proposed new Constitution of 1787 called for the election of a president by __________. a. a direct vote of the people b. the state legislatures c. an electoral college d. the federal congress e. the Senate Answer: C Difficulty: 1 – Easy Question ID: TB_06_23_"Have We Fought for This?”_Remember_LO 6.3 Topic: "Have We Fought for This?"

Skill: Remember the Facts Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

24) The Federalist was a series of essays written by __________. a. Washington and Adams b. Thomas Jefferson c. Madison, Hamilton, and Jay d. Randolph and Franklin e. Madison, Jefferson, and Hamilton Answer: C Difficulty: 1 – Easy Question ID: TB_06_24_Whose Constitution? Struggle for Ratification_Remember_LO 6.4 Topic: Whose Constitution? Struggle for Ratification Skill: Remember the Facts Objective: 6.4 What issues separated Federalists from Antifederalists during debates over ratification?

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Brands, American Stories 3e Test Bank 25) The author of the original proposal for the Bill of Rights was __________. a. Patrick Henry b. George Washington c. Alexander Hamilton d. James Madison e. Thomas Jefferson Answer: D Difficulty: 1 – Easy Question ID: TB_06_25_Whose Constitution? Struggle for Ratification_Remember_LO 6.4 Topic: Whose Constitution? Struggle for Ratification Skill: Remember the Facts Objective: 6.4 What issues separated Federalists from Antifederalists during debates over ratification?

26) Why was there an uproar surrounding the formation of the Society of the Cincinnati? a. The public feared that it would begin a hereditary peerage in America. b. Many women were angry because membership was exclusively male. c. Religious leaders felt the society was pagan in its rituals. d. Parents feared allowing young men and women to meet without chaperones. e. Southerners questioned the society's strong antislavery stance.

Answer: A Difficulty: 1 – Easy Question ID: TB_06_26_Introduction—A New Political Morality_Understand Topic: Introduction—A New Political Morality Skill: Understand the Connections Objective: N/A 27) What was the effect of the Revolutionary War on slavery? a. At the end of the war, slavery was abolished in northern states. b. The war set a time limit to end slavery in the South. c. Initially, the war had little effect on slavery at all. d. Initially, the war led to African Americans' gaining freedom. e. The war emancipated African Americans in several states.

Answer: C Difficulty: 1 – Easy Question ID: TB_06_27_Introduction—A New Political Morality_Understand Topic: Introduction—A New Political Morality Skill: Understand the Connections Objective: N/A 28) How was slavery an obvious contradiction to the principles of the American republic? a. Slavery showed how poorly treated black women were. b. Americans claimed to be fighting for freedom, but still enslaved others. c. Slavery funded much of the Revolution, so it was part of the new republic. d. Slavery was a British institution and had no place in an independent America. e. People who fought in the war and enslaved others were too violent for a republic.

Answer: B 91 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_06_28_Defining Republican Culture_Understand_LO 6.1 Topic: Defining Republican Culture Skill: Understand the Connections Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

29) How were women affected by the political ideas of the American Revolution? a. These ideas did not interest women very much. b. The ideas brought dramatic changes and opportunities to their lives. c. The ideas caused them to be more assertive about their roles in the family. d. The end of the war allowed women to participate actively in government. e. Revolutionary ideas brought them together to demand universal suffrage.

Answer: C Difficulty: 2 – Moderate Question ID: TB_06_29_Defining Republican Culture_Understand_LO 6.1 Topic: Defining Republican Culture Skill: Understand the Connections Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

30) What did women gain as a result of the American Revolution? a. Women gained voting rights and access to higher education. b. Women gained little; their lives remained much the same. c. Women could now become landowners, shopkeepers, and dress makers. d. Women gained education, new divorce laws, and some economic opportunities. e. Women could travel freely, study widely, and find gainful employment.

Answer: D Difficulty: 2 – Moderate Question ID: TB_06_30_Defining Republican Culture_Understand_LO 6.1 Topic: Defining Republican Culture Skill: Understand the Connections Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

31) Why did most first state constitutions include a bill of rights? a. to remind future rulers of the exact limits of their authority b. to establish that only white male landowners had rights c. to create a stronger central federal government d. to prevent a stronger central federal government e. because the federal Constitution included a bill of rights Answer: A Difficulty: 2 – Moderate Question ID: TB_06_31_Defining Republican Culture_Understand_LO 6.1 Topic: Defining Republican Culture Skill: Understand the Connections Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

32) Why did the Articles of Confederation give states more power than the central government? a. The delegates believed that powerful state governments were dangerous.

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Brands, American Stories 3e Test Bank b. The delegates were mostly state governors, so they wanted to preserve their own power. c. The new central government had proven itself unworthy of power with corrupt officials and systematic abuses. d. Articles of Confederation by definition must give power to the states, as they form a statewide document. e. The delegates believed that powerful central governments were dangerous.

Answer: E Difficulty: 2 – Moderate Question ID: TB_06_32_Stumbling Toward a New National Government_Understand_LO 6.2 Topic: Stumbling Toward a New National Government Skill: Understand the Connections Objective: 6.2 Why did many Americans regard the Articles of Confederation as inadequate?

33) Why did disagreements over western lands delay the ratification of the Articles of Confederation? a. Britain still held claims on the western lands, so the Americans had to negotiate with Britain before they could ratify. b. Some states claimed the land that Britain had given to Native Americans, and other states had no claim on the land. c. Native Americans protested the Articles of Confederation in an effort to secure their land in the West. d. A large percentage of Americans lived in the West, but travel and communication was poor, so it took a long time to receive their votes. e. Most of the land in the West belonged to Spain and France, so the impoverished new America had to wait to raise money to buy it.

Answer: B Difficulty: 2 – Moderate Question ID: TB_06_33_Stumbling Toward a New National Government_Understand_LO 6.2 Topic: Stumbling Toward a New National Government Skill: Understand the Connections Objective: 6.2 Why did many Americans regard the Articles of Confederation as inadequate?

34) How could a territory become a state according to the Northwest Ordinance of 1787? a. First a territory had to raise enough money to buy its land from the European country that owned it, and then the people could petition for statehood. b. Once the people of the territory had successfully subdued the Native American population, they could become a state. c. Territories had to elect officials and then write Articles of Confederation in order to become fullfledged states. d. Once the population reached 60,000, the residents could write a constitution and petition for statehood. e. After a period of eighteen years, territories could petition the federal government for permission to become states.

Answer: D Difficulty: 2 – Moderate Question ID: TB_06_34_Stumbling Toward a New National Government_Understand_LO 6.2 Topic: Stumbling Toward a New National Government Skill: Understand the Connections Objective: 6.2 Why did many Americans regard the Articles of Confederation as inadequate?

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Brands, American Stories 3e Test Bank 35) Why were talented intellectual leaders of the time, including James Madison, described as political geniuses? a. He wrote the Declaration of Independence and the Articles of Confederation. b. He helped Americans think of republican government in radical new ways. c. He used the teachings of Montesquieu to advocate for strong state governments. d. He had fought bravely in the Revolutionary War, leading his men with wisdom and courage. e. He was successfully governing his home state of Virginia in a socialist manner, giving all power to the people.

Answer: B Difficulty: 2 – Moderate Question ID: TB_06_35_"Have We Fought for This?”_Understand_LO 6.3 Topic: "Have We Fought for This?"

Skill: Understand the Connections Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

36) How did Shays's Rebellion help advance Madison's reformation ideas? a. Farmers throughout the United States began supporting Madison as a way of guaranteeing their rights. b. Wealthy plantation owners feared rebellions on their own lands and wanted a strong government to protect their interests. c. Madison was instrumental in calming the farmers and ending the rebellion, so people began to trust him. d. Even Northerners were alarmed to see that African Americans could wield such power, and looked to Madison to establish a government to protect whites. e. People throughout the United States realized that law and order were breaking down.

Answer: E Difficulty: 2 – Moderate Question ID: TB_06_36_"Have We Fought for This?”_Understand_LO 6.3 Topic: "Have We Fought for This?"

Skill: Understand the Connections Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

37) Why did the delegates at the Philadelphia Constitutional Convention vow to secrecy during the proceedings? a. to keep their competition (Antifederalists) in the dark b. so that James Madison could wield limitless power c. to avoid erroneous and mischievous rumors d. to avoid a civil war between the North and the South e. so that there would be a balance of power between state and federal governments Answer: C Difficulty: 2 – Moderate Question ID: TB_06_37_"Have We Fought for This?”_Understand_LO 6.3 Topic: "Have We Fought for This?"

Skill: Understand the Connections Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

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Brands, American Stories 3e Test Bank 38) Why didn't William Paterson's New Jersey Plan appeal to most delegates of the Philadelphia Convention? a. It proposed a unicameral Congress in which the states would be represented equally, giving the states too much power. b. It proposed a two-house national legislature, giving the federal government too much power. c. It only represented the wishes of the larger states, excluding the smaller states. d. It was strongly supported by Madison and his colleagues, so most delegates rejected it on that basis alone. e. It denied Congress power to tax or regulate trade, severely hampering its political and economic viability.

Answer: A Difficulty: 2 – Moderate Question ID: TB_06_38_"Have We Fought for This?”_Understand_LO 6.3 Topic: "Have We Fought for This?"

Skill: Understand the Connections Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

39) How did the question of slavery impact the Constitutional Convention? a. It caused few real problems. b. Generally northerners were willing to support southern concerns. c. It threatened to disrupt and destroy the work of the convention. d. Southern delegates were eager to compromise on most significant arguments. e. It was resolved, but left the South at a disadvantage.

Answer: C Difficulty: 2 – Moderate Question ID: TB_06_39_"Have We Fought for This?”_Understand_LO 6.3 Topic: "Have We Fought for This?"

Skill: Understand the Connections Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

40) How did the Constitutional Convention affect slavery? a. It allowed the slave trade to continue indefinitely. b. It permitted Congress to outlaw the importation of slaves in 1808. c. It provided for an immediate end to the importation of African slaves. d. It declared slavery to be illegal as of 1808. e. It declared that slaves could not be purchased in the United States after 1808.

Answer: B Difficulty: 2 – Moderate Question ID: TB_06_40_"Have We Fought for This?”_Understand_LO 6.3 Topic: "Have We Fought for This?"

Skill: Understand the Connections Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

41) Why did the new Constitution of 1787 call for the election of a president by an electoral college? a. so that the people could directly vote for their president b. because most voters were illiterate c. so the president would not be indebted to Congress for his office 95 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. so that no state would have more power than another no matter its size e. to prevent nonwhite males from voting Answer: C Difficulty: 2 – Moderate Question ID: TB_06_41_"Have We Fought for This?”_Understand_LO 6.3 Topic: "Have We Fought for This?"

Skill: Understand the Connections Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

42) How did the Philadelphia Convention delegates ensure ratification of the Constitution? a. They called for electing thirteen state conventions, requiring the assent of only nine state legislatures to ratify it. b. They decided that a unanimous vote among the general public of all the states would ratify it. c. They decided that a unanimous vote among the state congresses would ratify it. d. They called for electing James Madison president so he could ratify it instead of Congress. e. They decided that three-fifths of all state legislators would need to ratify it.

Answer: A Difficulty: 2 – Moderate Question ID: TB_06_42_"Have We Fought for This?”_Understand_LO 6.3 Topic: "Have We Fought for This?"

Skill: Understand the Connections Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

43) Why did Gouverneur Morris use the phrase "We the People of the United States" in the new Constitution? a. He wanted to exclude women and African Americans from the rights described in the document. b. The phrase recalled the Declaration of Independence and would help Americans approve the document. c. The other delegates voted unanimously on the phrase, thinking it would help ensure ratification. d. He wanted to include women and African Americans in the rights described in the document. e. He wanted to avoid mention of the states because he was unsure how many and which states would ratify the document.

Answer: E Difficulty: 2 – Moderate Question ID: TB_06_43_"Have We Fought for This?”_Understand_LO 6.3 Topic: "Have We Fought for This?"

Skill: Understand the Connections Objective: 6.3 Why did Constitutional delegates compromise on representation and slavery?

44) Why did those who campaigned actively for ratification of the Constitution call themselves "Federalists"? a. The term "Nationalists" had been used during the ratification of the Articles of Confederation and was now negatively viewed. b. The term suggested that they stood for a confederation of states and not for a supreme national authority. c. They wanted the public to know that they supported strong state governments that controlled the federal government.

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Brands, American Stories 3e Test Bank d. The term "Antifederalists" was perceived as negative because of the root "anti." e. The popular song "Federalists on the Shore" recalled the glories of the Revolutionary War. Answer: B Difficulty: 2 – Moderate Question ID: TB_06_44_Whose Constitution? Struggle for Ratification_Understand_LO 6.4 Topic: Whose Constitution? Struggle for Ratification Skill: Understand the Connections Objective: 6.4 What issues separated Federalists from Antifederalists during debates over ratification?

45) Why were Antifederalists concerned about the new Constitution? a. They worried that public officials would scheme to increase their power. b. They knew that preservation of liberty required no vigilance. c. They saw that smaller republics were prone to political corruption. d. They were concerned that the new government gave too much power to the central government. e. They believed that constituents reflect the character of their elected officials.

Answer: D Difficulty: 2 – Moderate Question ID: TB_06_45_Whose Constitution? Struggle for Ratification_Understand_LO 6.4 Topic: Whose Constitution? Struggle for Ratification Skill: Understand the Connections Objective: 6.4 What issues separated Federalists from Antifederalists during debates over ratification?

46) How did the Bill of Rights of 1789 protect only some individual freedoms? a. It did not allow for freedoms of speech, religion, press, or trial. b. It excluded foreigners and poor Americans. c. It protected the freedoms of speech, religion, press, trial, bearing arms, and searches but did not grant rights to nonwhite males. d. It granted the states more power than the federal government. e. It was comprised mostly of legal procedures for Congress, the president, and the Supreme Court.

Answer: C Difficulty: 2 – Moderate Question ID: TB_06_46_Whose Constitution? Struggle for Ratification_Understand_LO 6.4 Topic: Whose Constitution? Struggle for Ratification Skill: Understand the Connection Objective: 6.4 What issues separated Federalists from Antifederalists during debates over ratification?

47) How does the modern Bill of Rights compare to that of 1789? a. The modern one allows for freedoms despite ethnicity, race, gender, or sexual orientation— provisions that were not made in 1789. b. The modern one allows for infringement on freedom of speech and privacy with technology laws—provisions that did not exist in 1789. c. The 1789 bill led to political controversy whereas the modern one has not. d. The modern bill has led to political controversy whereas the 1789 one did not. e. The 1789 bill was longer; the modern one is a shorter rewriting of the same tenets.

Answer: A 97 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_06_47_Whose Constitution? Struggle for Ratification_Analyze_LO 6.4 Topic: Whose Constitution? Struggle for Ratification Skill: Analyze It Objective: 6.4 What issues separated Federalists from Antifederalists during debates over ratification?

48) How did the debate between public morality and private freedom mirror political debate in the 1780s? a. The Americans who preached public morality did not believe in political debate. b. Because public morality and private freedom are in direct contrast, they mirror the political debates of the 1780s about tyranny versus republicanism. c. Because public morality leads to private freedom, Americans believed that British tyranny would lead to American democracy. d. Americans defended individual rights but believed that a society without virtue could not preserve liberty and independence. e. Because English colonialism had imposed public morality, Americans rejected it for private freedom.

Answer: D Difficulty: 2 – Moderate Question ID: TB_06_48_A New Political Morality_Analyze_LO 6.1 Topic: A New Political Morality Skill: Analyze It Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

49) In the 1780s, why did Americans disagree sharply over the relative importance of liberty and order? a. Americans believed that in order to gain liberty, everyone should be free to do what he/she wanted. b. Some Americans believed people should be free; others believed they should be well-mannered. c. Americans who valued British traditions supported order; those loyal to the new American government supported liberty. d. Religious leaders preached order while politicians advocated for liberty and religious freedom. e. After British tyranny Americans valued liberty but also valued an ordered society.

Answer: E Difficulty: 2 – Moderate Question ID: TB_06_49_A New Political Morality_Analyze_LO 6.1 Topic: A New Political Morality Skill: Analyze It Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

50) How did disagreements between Federalists and Antifederalists reflect the political climate of the 1780s and predict the climate of the 1800s? a. The disagreements showed that Americans were strangers to the political process and had a lot to learn. b. The disagreements threatened the young nation throughout the 1780s and well into the 1800s. c. The disagreements were inconsequential, as most Americans agreed about state, federal, and individual rights. d. The disagreements were quickly cleared up, demonstrating that Americans were willing to compromise on most issues. e. The disagreements showed how the country was divided and would be divided for the next several decades on state, federal, and individual rights.

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Brands, American Stories 3e Test Bank Answer: E Difficulty: 3 – Difficult Question ID: TB_06_50_Whose Constitution? Struggle for Ratification_Analyze_LO 6.4 Topic: Whose Constitution? Struggle for Ratification Skill: Analyze It Objective: 6.4 What issues separated Federalists from Antifederalists during debates over ratification?

Essay Questions 51) How did political reality cause Americans to modify their theories about republicanism during the 1780s? Why was balancing liberty and order so difficult?

Difficulty: 3 – Difficult Question ID: TB_06_51_Defining Republican Culture_Analyze_LO 6.1 Topic: Defining Republican Culture Skill: Analyze It Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

52) How did republican idealism challenge the traditional treatment of women and blacks?

Difficulty: 3 – Difficult Question ID: TB_06_52_Defining Republican Culture_Analyze_LO 6.1 Topic: Defining Republican Culture Skill: Analyze It Objective: 6.1 What were the limits of equality in the “republican” society of the new United States?

53) How did the struggle between large and small states, and between northern and southern states, influence the character of the government established by the 1787 Constitution?

Difficulty: 3 – Difficult Question ID: TB_06_53_Stumbling Toward a New National Government_Analyze_LO 6.2 Topic: Stumbling Toward a New National Government Skill: Analyze It Objective: 6.2 Why did many Americans regard the Articles of Confederation as inadequate?

54) Analyze the Antifederalist critique of the Constitution. Have any of their warnings proven to be true?

Difficulty: 3 – Difficult Question ID: TB_06_54_Whose Constitution? Struggle for Ratification_Analyze_LO 6.4 Topic: Whose Constitution? Struggle for Ratification Skill: Analyze It Objective: 6.4 What issues separated Federalists from Antifederalists during debates over ratification?

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Brands, American Stories 3e Test Bank

Chapter 7: Democracy and Dissent: The Violence of Party Politics, 1788-1800 Multiple-Choice Questions 1) Members of the Federalist party __________. a. advocated states' rights b. supported the French Revolution c. wanted Thomas Jefferson to be president d. supported a strong national government e. despised centralized economic planning Answer: D Difficulty: 1 – Easy Question ID: TB_07_01_ Introduction—Force of Public Opinion_Remember Topic: Introduction—Force of Public Opinion Skill: Remember the Facts Objective: N/A 2) For many Americans, George Washington was __________. a. a symbol of the new government b. a routine, typical political leader c. not a popular leader d. a threat to proclaim himself king e. a good general, but not necessarily a good politician Answer: A Difficulty: 1 – Easy Question ID: TB_07_02_Principle and Pragmatism—Establishing a New Government_Remember_LO 7.1 Topic: Principle and Pragmatism—Establishing a New Government Skill: Remember the Facts Objective: 7.1 Why was George Washington unable to overcome division within the new government?

3) The Judiciary Act of 1789 __________. a. was primarily the work of Oliver Ellsworth b. set up a Supreme Court with one chief justice and five associate justices c. defined the original jurisdiction of the Supreme Court d. provided that the chief justice would be chosen by the Senate e. established the power of judicial review Answer: B Difficulty: 1 – Easy Question ID: TB_07_03_Principle and Pragmatism—Establishing a New Government_Remember_LO 7.1 Topic: Principle and Pragmatism—Establishing a New Government Skill: Remember the Facts Objective: 7.1 Why was George Washington unable to overcome division within the new government?

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Brands, American Stories 3e Test Bank 4) Which of the following individuals was a member of George Washington's first cabinet? a. John Adams b. John Jay c. Henry Knox d. James Madison e. Thomas Pinckney Answer: C Difficulty: 1 – Easy Question ID: TB_07_04_Principle and Pragmatism—Establishing a New Government_Remember_LO 7.1 Topic: Principle and Pragmatism—Establishing a New Government Skill: Remember the Facts Objective: 7.1 Why was George Washington unable to overcome division within the new government?

5) By the end of Washington's first term of office, __________. a. political harmony had unified the cabinet b. political squabbling had divided the government c. political parties had not yet formed d. the machinery of government had been brought to a standstill e. politicians understood the force of public opinion Answer: B Difficulty: 1 – Easy Question ID: TB_07_05_Principle and Pragmatism—Establishing a New Government_Remember_LO 7.1 Topic: Principle and Pragmatism—Establishing a New Government Skill: Remember the Facts Objective: 7.1 Why was George Washington unable to overcome division within the new government?

6) The greatest challenge facing the first Washington administration was __________. a. foreign affairs b. waging war with Native Americans c. setting the government's finances in order d. territorial expansion e. regulating interstate trade Answer: C Difficulty: 1 – Easy Question ID: TB_07_06_Hamilton's Plan for Prosperity and Security_Remember_LO 7.2 Topic: Hamilton's Plan for Prosperity and Security Skill: Remember the Facts Objective: 7.2 Why did many Americans oppose Alexander Hamilton’s blueprint for national prosperity?

7) Hamilton's Report on the Public Credit recommended __________. a. the renunciation of all old government debts b. that the federal government assume remaining state debts c. that the states fund most government activities d. that bankers be restricted in their dealings with the federal government e. that the federal government offer its creditors 80 percent of the face value of its obligations 101 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: B Difficulty: 2 – Moderate Question ID: TB_07_07_Hamilton's Plan for Prosperity and Security_Remember_LO 7.2 Topic: Hamilton's Plan for Prosperity and Security Skill: Remember the Facts Objective: 7.2 Why did many Americans oppose Alexander Hamilton’s blueprint for national prosperity?

8) James Madison opposed Hamilton's proposal for the public debt because __________. a. he feared Hamilton's growing political power b. the powers of state government would be reduced c. he believed only a chosen few would benefit d. it did not foster the government of the Revolution e. many soldiers were never given loan certificates that entitled them to payment Answer: C Difficulty: 2 – Moderate Question ID: TB_07_08_Hamilton's Plan for Prosperity and Security_Remember_LO 7.2 Topic: Hamilton's Plan for Prosperity and Security Skill: Remember the Facts Objective: 7.2 Why did many Americans oppose Alexander Hamilton’s blueprint for national prosperity?

9) Opposition to Hamilton's proposed national bank __________. a. was based on "loose construction" of the Constitution b. reflected the fears of private bankers c. was justified because his plans so clearly favored a few "monied interests" d. generally did not involve the general public e. involved issues relating to Congress's constitutional powers Answer: E Difficulty: 2 – Moderate Question ID: TB_07_09_Hamilton's Plan for Prosperity and Security_Remember_LO 7.2 Topic: Hamilton's Plan for Prosperity and Security Skill: Remember the Facts Objective: 7.2 Why did many Americans oppose Alexander Hamilton’s blueprint for national prosperity?

10) The Bank of the United States was based on the doctrine of __________. a. strict construction b. states' rights c. implied powers d. judicial review e. checks and balances Answer: C Difficulty: 2 – Moderate Question ID: TB_07_10_Hamilton's Plan for Prosperity and Security_Remember_LO 7.2 Topic: Hamilton's Plan for Prosperity and Security Skill: Remember the Facts Objective: 7.2 Why did many Americans oppose Alexander Hamilton’s blueprint for national prosperity?

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Brands, American Stories 3e Test Bank 11) The Report on Manufacturers suggested __________. a. low tariffs on imported goods b. congressional taxes on industrial goods c. protective tariffs d. strict laissez-faire e. a fluctuating tariff schedule Answer: C Difficulty: 2 – Moderate Question ID: TB_07_11_Hamilton's Plan for Prosperity and Security_Remember_LO 7.2 Topic: Hamilton's Plan for Prosperity and Security Skill: Remember the Facts Objective: 7.2 Why did many Americans oppose Alexander Hamilton’s blueprint for national prosperity?

12) During Washington's second term in office, __________. a. foreign affairs became a much more important focus b. relations with Great Britain and France improved dramatically c. Hamilton and Jefferson resolved their differences over domestic policy d. Hamilton ceased to be a force in American politics e. the European war unified American officials in support of France Answer: A Difficulty: 2 – Moderate Question ID: TB_07_12_Charges of Treason—The Battle over Foreign Affairs_Remember_LO 7.3 Topic: Charges of Treason—The Battle over Foreign Affairs Skill: Remember the Facts Objective: 7.3 How did foreign affairs affect domestic politics during the 1790s?

13) In the early 1790s, British actions toward the United States indicated __________. a. respect for the status of the new nation b. a desire to recruit the United States as a close ally c. disdain for American rights d. a willingness to join the French in taking advantage of the new country e. the need for American resources to feed and clothe British troops Answer: C Difficulty: 2 – Moderate Question ID: TB_07_13_Charges of Treason—The Battle over Foreign Affairs_Remember_LO 7.3 Topic: Charges of Treason—The Battle over Foreign Affairs Skill: Remember the Facts Objective: 7.3 How did foreign affairs affect domestic politics during the 1790s?

14) Thomas Jefferson felt it was important that the new government __________. a. foster strong ties with Great Britain b. support business and industrial development c. decrease the role agriculture played in the American economy d. lean toward France in the event it clashed with Britain e. expand the franchise Answer: D 103 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_07_14_Charges of Treason—The Battle over Foreign Affairs_Remember_LO 7.3 Topic: Charges of Treason—The Battle over Foreign Affairs Skill: Remember the Facts Objective: 7.3 How did foreign affairs affect domestic politics during the 1790s?

15) Jay's Treaty succeeded in __________. a. getting British troops to withdraw from the northwest forts b. opening New Orleans to U.S. commerce c. pacifying southerners who had lost slaves during the war d. humiliating the French e. calming Washington's anxieties Answer: A Difficulty: 2 – Moderate Question ID: TB_07_15_Charges of Treason—The Battle over Foreign Affairs_Remember_LO 7.3 Topic: Charges of Treason—The Battle over Foreign Affairs Skill: Remember the Facts Objective: 7.3 How did foreign affairs affect domestic politics during the 1790s?

16) As a result of the Battle of Fallen Timbers, __________. a. Great Britain continued to dominate the western frontier b. the United States asserted its authority on the western frontier c. the Indians scored a decisive victory d. the inadequacy of the American army was made evident e. the British encouraged Native Americans to give up their land Answer: B Difficulty: 2 – Moderate Question ID: TB_07_16_Charges of Treason—The Battle over Foreign Affairs_Remember_LO 7.3 Topic: Charges of Treason—The Battle over Foreign Affairs Skill: Remember the Facts Objective: 7.3 How did foreign affairs affect domestic politics during the 1790s?

17) The Whiskey Rebellion __________. a. took place in western Virginia b. resulted in the capture and execution of several rebellion leaders c. involved an attempt to prohibit the consumption of whiskey and other alcoholic beverages d. strengthened calls for a larger standing army e. increased Republican electoral strength Answer: E Difficulty: 2 – Moderate Question ID: TB_07_17_Popular Political Culture_Remember_LO 7.4 Topic: Popular Political Culture Skill: Remember the Facts Objective: 7.4 Why was it hard for Americans to accept political dissent as a part of political activity?

18) Washington's Farewell Address __________. a. warned against creating a strong military 104 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. attempted to bring harmony to the political system c. supported the political ideology of Jefferson and Madison d. advised against alliances with nations that were not promoting American security e. wholeheartedly endorsed the two-party system Answer: D Difficulty: 2 – Moderate Question ID: TB_07_18_Popular Political Culture_Remember_LO 7.4 Topic: Popular Political Culture Skill: Remember the Facts Objective: 7.4 Why was it hard for Americans to accept political dissent as a part of political activity?

19) The election of 1796 was complicated by __________. a. changes in the nation's voting laws b. interference from British diplomats c. behind-the-scenes manipulations by Alexander Hamilton d. Washington's refusal to stay out of politics e. confusion over the differences between Federalists and Republicans Answer: C Difficulty: 2 – Moderate Question ID: TB_07_19_Popular Political Culture_Remember_LO 7.4 Topic: The Adams Presidency—Politics of Mistrust Skill: Remember the Facts Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

20) During the Adams administration, __________. a. Great Britain continued to pose problems for the nation b. domestic problems occupied the president's full attention c. France reacted negatively to the terms of Jay's Treaty d. few Americans seemed concerned with foreign affairs e. France became a closer ally thanks to the terms of Jay's Treaty Answer: C Difficulty: 2 – Moderate Question ID: TB_07_20_The Adams Presidency—Politics of Mistrust_Remember_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Remember the Facts Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

21) In 1798, the Federalists sponsored a military buildup with the intention of __________. a. taking the French West Indies b. suppressing internal political dissent c. conquering Canada d. pacifying the Indian tribes of the Ohio Valley e. pumping federal dollars into a sagging economy Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_07_21_The Adams Presidency—Politics of Mistrust_Remember_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Remember the Facts Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

22) According to the Kentucky Resolutions, __________. a. ultimate power always remained with the federal government b. states had the right to nullify federal law under certain circumstances c. the Sedition Act was worthy of enforcement by the states d. Kentucky chose to remain neutral in the contest between Hamilton and Jefferson e. the "general welfare" of the nation should be the guiding principle in state decisions Answer: B Difficulty: 1 – Easy Question ID: TB_07_22_The Adams Presidency—Politics of Mistrust_Remember_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Remember the Facts Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

23) As a result of the actions taken by President Adams in 1799, __________. a. he was overwhelmingly reelected in 1800 b. the United States resolved its differences with France c. the Federalist Party remained the major party d. France compensated the United States for ships taken e. the French added even more restrictions on U.S. commerce Answer: B Difficulty: 2 – Moderate Question ID: TB_07_23_The Adams Presidency—Politics of Mistrust_Remember_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Remember the Facts Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

24) The Twelfth Amendment to the Constitution __________. a. changed the process of electing the president and vice president b. decreased presidential power c. heightened the potential for further political conflict d. stopped the African slave trade e. dealt with the judicial power of the United States Answer: A Difficulty: 1 – Easy Question ID:TB_07_24_The Adams Presidency—Politics of Mistrust_Remember_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Remember the Facts Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

25) In the election of 1800, __________. a. the Twelfth Amendment was used to choose the vice president 106 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. Alexander Hamilton supported the candidacy of fellow Federalist John Adams c. the electoral college chose Thomas Jefferson to be the third president d. Federalists preferred Aaron Burr over Thomas Jefferson as president e. controversy led to changes in the presidential electoral process Answer: E Difficulty: 2 – Moderate Question ID: TB_07_25_The Adams Presidency—Politics of Mistrust_Remember_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Remember the Facts Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

26) Why did Jeffersonians fear strong financial institutions? a. Most were simple farmers who did not understand banking policy. b. They resented Federalists, who tended to have more money. c. They held firm religious beliefs about the sin of greed. d. Most were anti-Semitic, believing that banks were controlled by Jewish interests. e. They believed that banks were the root of corruption in the British government.

Answer: E Difficulty: 2 – Moderate Question ID: TB_07_26_ Introduction—Force of Public Opinion_Understand Topic: Introduction—Force of Public Opinion Skill: Understand the Connections Objective: N/A 27) How was Washington's election to the presidency different from that of every president since? a. He was unanimously elected by the electoral college. b. He was elected by the public, as there was no electoral college yet. c. He was not "elected" but rather appointed by Congress. d. He is the only army general to have become president. e. He is the only president who was not born on American soil.

Answer: A Difficulty: 2 – Moderate Question ID: TB_07_27_Principle and Pragmatism—Establishing a New Government_Understand_LO 7.1 Topic: Principle and Pragmatism—Establishing a New Government Skill: Understand the Connections Objective: 7.1 Why was George Washington unable to overcome division within the new government?

28) Washington realized he was a symbol for the young American nation in that he __________. a. represented all the political parties b. had both French and British heritage c. had no real power but was a figurehead d. embodied the hopes and fears of the new republic e. was a young American with boundless energy and fresh ideas Answer: D 107 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_07_28_Principle and Pragmatism—Establishing a New Government_Understand_LO 7.1 Topic: Principle and Pragmatism—Establishing a New Government Skill: Understand the Connections Objective: 7.1 Why was George Washington unable to overcome division within the new government?

29) Which of the following was a Hamiltonian idea? a. The strength of the American economy resides in its agricultural productivity. b. The new central government will survive if the wealthiest people support it. c. France is the most important ally of the United States. d. A large national debt risks the future of the common people. e. Aristocracy is a greater threat than anarchy.

Answer: B Difficulty: 2 – Moderate Question ID: TB_07_29_Principle and Pragmatism—Establishing a New Government_Understand_LO 7.1 Topic: Principle and Pragmatism—Establishing a New Government Skill: Understand the Connections Objective: 7.1 Why was George Washington unable to overcome division within the new government?

30) How did Hamilton demonstrate his dedication in developing his plan for prosperity and security? a. He consulted his friends and colleagues in Pennsylvania, Massachusetts, and Virginia. b. He surveyed and patiently listened to his political enemies, especially Jefferson and Madison. c. He traveled to England and France, studying their economic institutions and industrial centers. d. He traveled around the United States, even into the Western territories, to gain a true sense of the nation's fiscal status. e. He studied economic literature deeply and surveyed the country's current fiscal situation.

Answer: E Difficulty: 2 – Moderate Question ID: TB_07_30_Hamilton's Plan for Prosperity and Security_Understand_LO 7.2 Topic: Hamilton's Plan for Prosperity and Security Skill: Understand the Connections Objective: 7.2 Why did many Americans oppose Alexander Hamilton’s blueprint for national prosperity?

31) Why did opponents criticize Hamilton's assumption program? a. It rewarded states like Massachusetts, which had sloppy financial systems, for nonpayment of debt. b. It proposed a lengthy and unrealistic policy of repaying the original holders of the debt. c. Only the poor would profit from the program, disadvantaging the rich and creating larger economic issues. d. The program was disproportionately favorable to the South. e. The program could lead to the establishment of a monarchy.

Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_07_31_Hamilton's Plan for Prosperity and Security_Understand_LO 7.2 Topic: Hamilton's Plan for Prosperity and Security Skill: Understand the Connections Objective: 7.2 Why did many Americans oppose Alexander Hamilton’s blueprint for national prosperity?

32) Why didn't Washington veto Hamilton's bank bill? a. He agreed with it whole-heartedly. b. He didn't like it, but he knew it was best for the country. c. Jefferson made a strong argument for it, and Hamilton argued weakly against it. d. Hamilton made a strong argument for it, and Jefferson argued weakly against it. e. The Supreme Court had already approved it.

Answer: D Difficulty: 2 – Moderate Question ID: TB_07_32_Hamilton's Plan for Prosperity and Security_Understand_LO 7.2 Topic: Hamilton's Plan for Prosperity and Security Skill: Understand the Connections Objective: 7.2 Why did many Americans oppose Alexander Hamilton’s blueprint for national prosperity?

33) Which of the following would Alexander Hamilton have proposed? a. strong diplomatic ties with France b. the purchase of western lands c. giving the common man the vote d. providing government subsidies to manufacturers e. modeling the banking system on the German model Answer: D Difficulty: 2 – Moderate Question ID: TB_07_33_Hamilton's Plan for Prosperity and Security_Understand_LO 7.2 Topic: Hamilton's Plan for Prosperity and Security Skill: Understand the Connections Objective: 7.2 Why did many Americans oppose Alexander Hamilton’s blueprint for national prosperity?

34) How did Alexander Hamilton fail to achieve all of his economic policy objectives? a. He failed to fund the national debt. b. Congress blocked his plan of assumption of the state debts. c. Washington vetoed his creation of a national bank. d. He was unable to win the passage of a protective tariff. e. Jefferson successfully lobbied against approval of a standardized currency.

Answer: D Difficulty: 2 – Moderate Question ID: TB_07_34_Hamilton's Plan for Prosperity and Security_Understand_LO 7.2 Topic: Hamilton's Plan for Prosperity and Security Skill: Understand the Connections Objective: 7.2 Why did many Americans oppose Alexander Hamilton’s blueprint for national prosperity?

35) How were political parties formed in the United States? a. Each congressman voted on possible party affiliations.

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Brands, American Stories 3e Test Bank b. They grew naturally out of Federalist and Antifederalist groups. c. Opponents who had disagreed on finances began to disagree on which country to support in the European war. d. First Hamilton and then Jefferson met with their proponents and formally named their groups as political parties. e. Washington, seeing how divided the country was about slavery, proposed political parties as a way for people to disagree civilly.

Answer: C Difficulty: 2 – Moderate Question ID: TB_07_35_Charges of Treason—The Battle over Foreign Affairs_Understand_LO 7.3 Topic: Charges of Treason—The Battle over Foreign Affairs Skill: Understand the Connections Objective: 7.3 How did foreign affairs affect domestic politics during the 1790s?

36) Initially, why did Americans want to remain neutral when war broke out in Europe? a. The British and the French treated the young American nation arrogantly. b. Most Americans believed only in nonviolent solutions to conflicts. c. Most Americans did not care about a war a whole ocean away. d. Americans were tired of fighting, as they had just finished the Revolution. e. Both Britain and France were generous, powerful allies.

Answer: A Difficulty: 2 – Moderate Question ID: TB_07_36_Charges of Treason—The Battle over Foreign Affairs_Understand_LO 7.3 Topic: Charges of Treason—The Battle over Foreign Affairs Skill: Understand the Connections Objective: 7.3 How did foreign affairs affect domestic politics during the 1790s?

37) How did Hamilton affect Jay's Treaty? a. He counseled Jay on whom to see and what to say when he went to England. b. He wrote the terms of the treaty, consolidating his and Madison's ideas. c. He informed the French of the treaty, allowing them to attack England. d. He secretly informed England that the United States would compromise on all issues. e. He filibustered in Congress, stalling the ratification until the treaty expired.

Answer: D Difficulty: 2 – Moderate Question ID: TB_07_37_Charges of Treason—The Battle over Foreign Affairs_Understand_LO 7.3 Topic: Charges of Treason—The Battle over Foreign Affairs Skill: Understand the Connections Objective: 7.3 How did foreign affairs affect domestic politics during the 1790s?

38) Why did Spain agree to the terms of the Pinckney Treaty? a. It mistook Jay's Treaty for an Anglo-American alliance. b. It needed the additional sources of revenue. c. It needed protection on its southwest borders. d. The United States threatened direct military action. e. It thought America and France had agreed to take Spain's North American land.

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Brands, American Stories 3e Test Bank Answer: A Difficulty: 2 – Moderate Question ID: TB_07_38_Charges of Treason—The Battle over Foreign Affairs_Understand_LO 7.3 Topic: Charges of Treason—The Battle over Foreign Affairs Skill: Understand the Connections Objective: 7.3 How did foreign affairs affect domestic politics during the 1790s?

39) Why did Washington view the Whiskey Rebellion as a serious threat? a. The rebellious farmers elicited the help of Native Americans, creating a quasi-civil war. b. Because the governor refused to suppress the rebellion, Washington saw it as a state's refusal to pay taxes and as a violent protest against the government. c. Because Britain supplied the rebellious farmers with money and arms, Washington assumed that they were siding with the enemy. d. Because France was having its own revolutionary war, Washington worried the violence would lead to civil war. e. The rebellious farmers began to ship and sell their whiskey to France and England, breaking U.S. trade agreements.

Answer: B Difficulty: 2 – Moderate Question ID: TB_07_39_Popular Political Culture_Understand_LO 7.4 Topic: Popular Political Culture Skill: Understand the Connections Objective: 7.4 Why was it hard for Americans to accept political dissent as a part of political activity?

40) Why had Washington's political alliance shifted by the end of his presidency? a. Disillusioned by political factions, he created his own political party. b. He regretted supporting England in the war, and began to support France. c. He regretted supporting France in the war, and began to support England. d. He shifted from neutrality to a closer alliance with the Federalists. e. He shifted from neutrality to a closer alliance with the Republicans.

Answer: E Difficulty: 2 – Moderate Question ID: TB_07_40_Popular Political Culture_Understand_LO 7.4 Topic: Popular Political Culture Skill: Understand the Connections Objective: 7.4 Why was it hard for Americans to accept political dissent as a part of political activity?

41) How was John Adams's presidency made much more difficult? a. He lacked experience with government. b. Alexander Hamilton interfered and opposed him constantly. c. Jefferson refused to cooperate with a Federalist president. d. America continued to have problems with the British on the seas. e. Adams could not communicate well with Jefferson.

Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_07_41_Popular Political Culture_Understand_LO 7.4 Topic: The Adams Presidency—Politics of Mistrust Skill: Understand the Connections Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

42) How are the Quasi-War and the XYZ Affair related? a. The XYZ Affair was the most significant "battle" in the Quasi-War between the United States and France. b. The XYZ Affair led to the Quasi-War between the United States and France. c. They XYZ Affair and the Quasi-War are both examples of European countries mistreating the United States. d. The XYZ Affair ended the Quasi-War between the United States and France. e. The XYZ Affair was a disagreement between England and the United States, whereas the Quasi-War was a disagreement between France and the United States.

Answer: B Difficulty: 2 – Moderate Question ID: TB_07_42_The Adams Presidency—Politics of Mistrust_Understand_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Understand the Connections Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

43) How did the XYZ Affair affect U.S. politics? a. Adams declared war on France. b. France suffered diplomatic humiliation at the hands of the United States. c. Hamilton resisted the idea of a strong army. d. Adams and Jefferson reached a political impasse. e. High Federalists used the tensions it created as an excuse for military expansion.

Answer: E Difficulty: 2 – Moderate Question ID: TB_07_43_The Adams Presidency—Politics of Mistrust_Understand_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Understand the Connections Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

44) Why did Congress pass the Naturalization Law? a. to help immigrants assimilate into society b. to allow the government to deport undesirable aliens c. to allow the Federalists to maintain political control d. to create a heterogeneous society for America e. to keep out eastern European immigrants Answer: C Difficulty: 2 – Moderate Question ID: TB_07_44_The Adams Presidency—Politics of Mistrust_Understand_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Understand the Connections Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

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Brands, American Stories 3e Test Bank 45) The Sedition Act distressed many Americans because it __________. a. threatened their political right to disagree with and speak out against the government b. gave the Federalists too much power and reduced the Republicans' power c. suspended free elections, depriving all white males of their voting rights d. expanded the powers of Congress, which meant bigger government e. allowed libel convictions without a jury trial, affecting people's judicial rights Answer: A Difficulty: 2 – Moderate Question ID: TB_07_45_The Adams Presidency—Politics of Mistrust_Understand_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Understand the Connections Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

46) Why did Jefferson and Madison oppose the Alien and Sedition Acts? a. The acts excluded poor farmers from their voting and civil rights. b. The acts suppressed the states' power to govern themselves. c. Jefferson and Madison opposed all of Hamilton's acts on principle. d. The acts did not support a strong central government. e. The acts rewrote the Constitution without due process.

Answer: B Difficulty: 2 – Moderate Question ID: TB_07_46_The Adams Presidency—Politics of Mistrust_Understand_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Understand the Connections Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

47) How was the election of 1800 a peaceful revolution? a. The public marched in the streets, chanting and holding signs in support of their candidates. b. There was only one candidate for president, so he won without political battle. c. The House and the Senate disagreed about who should be president, so they created the electoral college—a revolutionary but peaceful solution. d. Although politicians passionately disagreed about who should be president, they voted and revoted rather than use violence. e. Washington had been a Federalist and, with only a few short battles, Jefferson, a Republican, became president.

Answer: D Difficulty: 2 – Moderate Question ID: TB_07_47_The Adams Presidency—Politics of Mistrust_Understand_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Understand the Connections Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

48) How did Washington's and Adams's cabinets compare to today's cabinet? a. They were much smaller, consisting of only three offices, whereas today's cabinet comprises dozens of secretaries and thousands of employees.

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Brands, American Stories 3e Test Bank b. They were much larger, since laying the groundwork for a new nation required more human resources than does running a superpower today. c. Their cabinets had less power; they acted only as advisors to the president and could not create any actual policies. d. Their cabinet members, being from the same political party, accomplished more by cooperating better than today's members. e. Their cabinets met less frequently, as they were busy traveling about the country or Europe, whereas today's members stay mainly in Washington, D.C. Answer: A Difficulty: 2 – Moderate Question ID: TB_07_48_Principle and Pragmatism—Establishing a New Government_Analyze_LO 7.1 Topic: Principle and Pragmatism—Establishing a New Government Skill: Analyze It Objective: 7.1 Why was George Washington unable to overcome division within the new government?

49) How does the financial-political climate of the late eighteenth century compare to today's climate? a. The late eighteenth century was a simpler time; people were either farmers or professionals, and few people discussed politics or financial systems. b. Debate about politics and finances was more intense in the late eighteenth century; strife resulted as people established political and financial systems. c. In the late eighteenth century, politics and finances were intertwined; today, financial institutions are separate from the influence of political systems. d. Both the financial and political climates of the late eighteenth century and today can be characterized as generally peaceful and U.S. focused. e. The political and financial climates of both times can be characterized as strife-filled, interdependent on each other, and globally influenced.

Answer: E Difficulty: 3 – Difficult Question ID: TB_07_49_Forces of Public Opinion_Analyze_LO 7.1 Topic: Forces of Public Opinion Skill: Analyze It Objective: 7.1 Why was George Washington unable to overcome division within the new government?

50) How did Adams influence the future land holdings of the United States? a. He proposed a law in Congress to tax English imports at a high rate, generating enough income to buy the Southwest from Spain. b. He banned political parties, cooling passionate debates so that the nation could focus on expansion. c. He avoided war with France, sent new negotiators, and created a sense of trust so that the United States could eventually purchase the Louisiana Territory. d. He gave the U.S. army permission to clear the Native Americans from the land, using violence if necessary. e. He appeased Britain with tax agreements and U.S. army assistance in the war against France, so Britain gave the United States the land that is now Montana.

Answer: C

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_07_50_The Adams Presidency—Politics of Mistrust_Analyze_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Analyze It Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

Essay Questions 51) How did the conflicting views of Hamilton and Jefferson give rise to our first political parties?

Difficulty: 3 – Difficult Question ID: TB_07_51_Principle and Pragmatism—Establishing a New Government_Analyze_LO 7.1 Topic: Principle and Pragmatism—Establishing a New Government / Hamilton's Plan for Prosperity and Security / Charges of Treason—The Battle over Foreign Affairs Skill: Analyze It Objective: 7.1 Why was George Washington unable to overcome division within the new government?, 7.2 Why did many Americans oppose Alexander Hamilton’s blueprint for national prosperity?, 7.3 How did foreign affairs affect domestic politics during the 1790s?

52) What was the role of foreign policy issues in the bitter political polarization of the late 1790s?

Difficulty: 3 – Difficult Question ID: TB_07_52_Charges of Treason—The Battle over Foreign Affairs_Analyze_LO 7.3 Topic: Charges of Treason—The Battle over Foreign Affairs Skill: Analyze It Objective: 7.3 How did foreign affairs affect domestic politics during the 1790s?

53) What threat did the Alien and Sedition Acts pose to individual liberties? What threat did the Virginia and Kentucky Resolutions pose to the integrity of the Union? How do these issues relate to the balance between liberty and order?

Difficulty: 3 – Difficult Question ID: TB_07_53_The Adams Presidency—Politics of Mistrust_Analyze_LO 7.5 Topic: The Adams Presidency—Politics of Mistrust Skill: Analyze It Objective: 7.5 Why were some Federalists willing to sacrifice political freedoms for party advantage?

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Brands, American Stories 3e Test Bank

Chapter 8: Republican Ascendancy: The Jeffersonian Vision, 1800-1814 Multiple-Choice Questions 1) By 1810, one-fifth of the American population was made up of __________. a. Indians b. immigrants c. blacks d. women e. Catholics Answer: C Difficulty: 1 – Easy Question ID: TB_08_01_The Republic Expands_Remember_LO 8.1 Topic: The Republic Expands Skill: Remember the Facts Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

2) The large increase in the national population reflected in the 1810 census resulted mainly from __________. a. the assimilation of whole tribes of Native Americans into the general population b. natural biological increase c. a huge increase in the importation of slaves from Africa d. the immigration of many thousands of Europeans fleeing the Napoleonic wars e. fabrication of census records by corrupt state officials who hoped to increase their congressional representation Answer: B Difficulty: 1 – Easy Question ID: TB_08_02_The Republic Expands_Remember_LO 8.1 Topic: The Republic Expands Skill: Remember the Facts Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

3) Upon arriving in the West, many settlers __________. a. created friendly relationships with local Indian groups b. imported new technology to aid in western industrial growth c. returned home, disappointed in the lack of economic opportunities d. traded agricultural products with the East using overland trails e. were able to generate distinctive folkways Answer: E

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_08_03_The Republic Expands_Remember_LO 8.1 Topic: The Republic Expands Skill: Remember the Facts Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

4) Tecumseh and his brother Tenskwatawa __________. a. worked to persuade the Indians of the Indiana Territory to hold onto their tribal cultures and their land b. represented themselves as tribal leaders and sold off huge tracts of land for whiskey and trinkets c. led an Indian rebellion that was crushed by Andrew Jackson at the Battle of Horseshoe Bend d. accepted President Jefferson's promise of a vast Indian reservation west of the Mississippi River e. developed a written language for the Shawnees and worked for gradual assimilation into white culture Answer: A Difficulty: 2 – Moderate Question ID: TB_08_04_The Republic Expands_Remember_LO 8.1 Topic: The Republic Expands Skill: Remember the Facts Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

5) Thomas Jefferson's attitude toward Native Americans showed that he __________. a. did not believe they should live in the same areas as Americans. b. believed their way of life to be worth protecting and preserving c. wanted to eliminate them d. respected them as people, and was impressed by their culture e. wanted to try to assimilate them into the nascent culture of the United States Answer: A Difficulty: 1 – Easy Question ID: TB_08_05_The Republic Expands_Remember_LO 8.1 Topic: The Republic Expands Skill: Remember the Facts Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

6) American prosperity in the early 1800s was based on __________. a. an industrial economy b. manufacturing c. monetary supplies d. agriculture and commerce e. the slave system Answer: D

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_08_06_The Republic Expands_Remember_LO 8.1 Topic: The Republic Expands Skill: Remember the Facts Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

7) The contribution of __________ led to the birth of the factory system in the United States. a. Eli Whitney b. Samuel Slater c. Benjamin Reed d. Benjamin Banneker e. James Stubblefield Answer: B Difficulty: 1 – Easy Question ID: TB_08_07_The Republic Expands_Remember_LO 8.1 Topic: The Republic Expands Skill: Remember the Facts Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

8) President Thomas Jefferson __________. a. frequently vetoed acts of the Federalist-led Congress b. removed most Federalists from federal jobs c. hated the national debt d. wanted to increase government spending e. loved the military and saw it as America's greatest asset Answer: C Difficulty: 1 – Easy Question ID: TB_08_08_Jefferson as President_Remember_LO 8.2 Topic: Jefferson as President Skill: Remember the Facts Objective: 8.2 How did practical politics challenge Jefferson’s political principles?

9) As the chief negotiator with France, __________ engineered the Louisiana Purchase. a. James Madison b. John Quincy Adams c. John Marshall d. James Monroe e. Thomas Jefferson Answer: D Difficulty: 1 – Easy Question ID: TB_08_09_Jefferson as President_Remember_LO 8.2 Topic: Jefferson as President Skill: Remember the Facts Objective: 8.2 How did practical politics challenge Jefferson’s political principles?

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Brands, American Stories 3e Test Bank 10) What difficulty did Jefferson face in purchasing the Louisiana Territory? a. possible confrontation with Great Britain b. lack of support from the American people c. the constitutionality of his actions d. whether to accept foreign citizens on the land e. finding $15 million in the federal budget Answer: C Difficulty: 1 – Easy Question ID: TB_08_10_Jefferson as President_Remember_LO 8.2 Topic: Jefferson as President Skill: Remember the Facts Objective: 8.2 How did practical politics challenge Jefferson’s political principles?

11) The Lewis and Clark expedition __________. a. at last discovered the long-sought Northwest Passage b. traveled up the Missouri River to the Pacific Northwest c. explored the desert Southwest, including Pike's Peak and the Grand Canyon d. had to fight its way through the domains of several hostile Indian tribes e. was assisted by a young Shoshone woman named Pocahontas Answer: B Difficulty: 2 – Moderate Question ID: TB_08_11_Jefferson as President_Remember_LO 8.2 Topic: Jefferson as President Skill: Remember the Facts Objective: 8.2 How did practical politics challenge Jefferson’s political principles?

12) In the election of 1804, Thomas Jefferson defeated __________. a. John Quincy Adams b. Aaron Burr c. Charles Pinckney d. John Randolph e. Alexander Hamilton Answer: C Difficulty: 1 – Easy Question ID: TB_08_12_Race and Dissent Under Jefferson_Remember_LO 8.3 Topic: Race and Dissent Under Jefferson Skill: Remember the Facts Objective: 8.3 How did Jeffersonians deal with the difficult problems of party politics and slavery?

13) Chief Justice John Marshall believed in judicial review, which is __________. a. a professional journal read by lawyers and judges b. the power of the Court to determine the constitutionality of statutes c. a system whereby all legislation passed by Congress must be approved by the Supreme Court before it can take effect d. a job-performance appraisal system for federal judges e. a process for evaluating the qualifications of candidates for federal judgeships 119 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: B Difficulty: 1 – Easy Question ID: TB_08_13_Race and Dissent Under Jefferson_Remember_LO 8.3 Topic: Race and Dissent Under Jefferson Skill: Remember the Facts Objective: 8.3 How did Jeffersonians deal with the difficult problems of party politics and slavery?

14) Samuel Chase's impeachment trial __________. a. destroyed the authority of the courts b. forced Marshall to resign c. maintained the independence of the judiciary d. showed Jefferson to be a conciliatory leader e. was a rather dull affair Answer: C Difficulty: 1 – Easy Question ID: TB_08_14_Race and Dissent Under Jefferson_Remember_LO 8.3 Topic: Race and Dissent Under Jefferson Skill: Remember the Facts Objective: 8.3 How did Jeffersonians deal with the difficult problems of party politics and slavery?

15) Northerners struggled with the issue of ending the slave trade because __________. a. the three-fifths clause had worked to their favor in several past elections b. they could not figure out how to deal with black people who were captured by customs agents c. they believed states should regulate it, wanting to keep out of the debate d. it provided needed tax money to the federal government e. they wanted to abolish slavery completely instead Answer: B Difficulty: 2 – Moderate Question ID: TB_08_15_Race and Dissent Under Jefferson_Remember_LO 8.3 Topic: Race and Dissent Under Jefferson Skill: Remember the Facts Objective: 8.3 How did Jeffersonians deal with the difficult problems of party politics and slavery?

16) According to the 1807 federal law that outlawed the importation of slaves, Africans captured from smugglers were to be __________. a. lined up and executed b. returned to Africa c. immediately emancipated d. turned over to state authorities to be disposed of according to local custom e. sold to the highest bidder by federal agents Answer: D Difficulty: 2 – Moderate Question ID: TB_08_16_Race and Dissent Under Jefferson_Remember_LO 8.3 Topic: Race and Dissent Under Jefferson Skill: Remember the Facts Objective: 8.3 How did Jeffersonians deal with the difficult problems of party politics and slavery?

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Brands, American Stories 3e Test Bank 17) As the Napoleonic wars broke out in Europe, the United States __________. a. was forced to take sides b. isolated itself from the war c. took advantage of the situation d. feared for the safety of its citizens e. threw its support behind France, in recognition of their support during the Revolutionary War Answer: C Difficulty: 2 – Moderate Question ID: TB_08_17_Embarrassments Overseas_Remember_LO 8.4 Topic: Embarrassments Overseas Skill: Remember the Facts Objective: 8.4 Why did the United States find it difficult to avoid military conflict during this period?

18) The Chesapeake Affair of 1807 __________. a. violated American sovereignty b. forced the French to rescind the Berlin Decree c. damaged the British navy d. had little effect on Anglo-American relations e. influenced the Americans to support the French Answer: A Difficulty: 2 – Moderate Question ID: TB_08_18_Embarrassments Overseas_Remember_LO 8.4 Topic: Embarrassments Overseas Skill: Remember the Facts Objective: 8.4 Why did the United States find it difficult to avoid military conflict during this period?

19) According to the policy of peaceable coercion, __________. a. a nation declares its neutrality b. a nation avoids all military confrontation c. peaceful relations should be sought through negotiations d. economic pressure is used as a diplomatic weapon e. neutral nations can have limited trade with belligerents Answer: D Difficulty: 2 – Moderate Question ID: TB_08_19_Embarrassments Overseas_Remember_LO 8.4 Topic: Embarrassments Overseas Skill: Remember the Facts Objective: 8.4 Why did the United States find it difficult to avoid military conflict during this period?

20) In the election of 1808, the Federalist Party __________. a. seemed unable to adapt to the changes of society b. made impressive gains in Congress c. had won new support in the West d. was dominated by innovative new political leaders e. nominated George Clinton for president Answer: B 121 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_08_20_Embarrassments Overseas_Remember_LO 8.4 Topic: Embarrassments Overseas Skill: Remember the Facts Objective: 8.4 Why did the United States find it difficult to avoid military conflict during this period?

21) The effect of Macon's Bill Number Two was that __________. a. Napoleon promised to rescind the Berlin and Milan decrees b. Great Britain promised to rescind the Orders in Council c. Napoleon declared war on the United States d. Madison received strong public support e. even diplomatic contact with Britain and France was severed Answer: A Difficulty: 1 – Easy Question ID: TB_08_21_Embarrassments Overseas_Remember_LO 8.4 Topic: Embarrassments Overseas Skill: Remember the Facts Objective: 8.4 Why did the United States find it difficult to avoid military conflict during this period?

22) __________ believed it was imperative that the United States acquire Canada. a. War Hawks b. Status Quos c. Quids d. Federalists e. Expansionists Answer: A Difficulty: 2 – Moderate Question ID: TB_08_22_Embarrassments Overseas_Remember_LO 8.4 Topic: Embarrassments Overseas Skill: Remember the Facts Objective: 8.4 Why did the United States find it difficult to avoid military conflict during this period?

23) At the Battle of New Orleans, __________. a. British forces retreated when they saw the strength of American defenses b. British forces won and forced the surrender of the city c. British forces were defeated by Andrew Jackson and his troops d. Andrew Jackson proved to be an ineffective political leader e. Andrew Jackson was briefly held as a prisoner Answer: C Difficulty: 2 – Moderate Question ID: TB_08_23_The Strange War of 1812_Remember_LO 8.5 Topic: The Strange War of 1812 Skill: Remember the Facts Objective: 8.5 Why is the War of 1812 sometimes thought of as a “second war of independence”?

24) At the Hartford Convention, __________. a. a resolution threatening New England's secession was adopted 122 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. Federalists demanded a unanimous vote in the Senate before war could be declared c. New Englanders gave strong support for the war effort d. the principles of the "three-fifths rule" concerning slavery were opposed e. Federalists continued to show their support of the embargo Answer: D Difficulty: 2 – Moderate Question ID: TB_08_24_The Strange War of 1812_Remember_LO 8.5 Topic: The Strange War of 1812 Skill: Remember the Facts Objective: 8.5 Why is the War of 1812 sometimes thought of as a “second war of independence”?

25) The Treaty of Ghent __________. a. awarded part of Canada to the United States b. did little more than end hostilities and postpone issues for future negotiations c. gave the British navigation rights on the Mississippi River d. restored Quebec to France e. was negotiated quickly and quietly, since there were no real debates Answer: B Difficulty: 2 – Moderate Question ID: TB_08_25_The Strange War of 1812_Remember_LO 8.5 Topic: The Strange War of 1812 Skill: Remember the Facts Objective: 8.5 Why is the War of 1812 sometimes thought of as a “second war of independence”?

26) Why was the American obsession with equality hypocritical? a. Americans believed in and reinforced class distinctions. b. America was the only country in the world to enforce equality. c. Through the institution of slavery, Americans denied liberty to African Americans. d. The government controlled and influenced most of the newspapers. e. The court system was so corrupt that people did not really have fair trials.

Answer: C Difficulty: 1 – Easy Question ID: TB_08_26_Introduction—Limits of Equality_Understand Topic: Introduction—Limits of Equality Skill: Understand the Connections Objective: N/A 27) Why were Americans so optimistic under Jeffersonian Republicanism? a. Many Americans believed opportunities were available to them. b. Few Americans were able to advance in society. c. The social structure of society was well defined. d. African Americans began to find economic and political opportunities in society. e. Masters and servants "knew their place."

Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_08_27_The Republic Expands_Understand_LO 8.1 Topic: The Republic Expands Skill: Understand the Connections Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

28) Why were regional identities formed in the United States in the early nineteenth century? a. Transportation and communication were so limited that each region was isolated from news and information about other regions. b. Most regions had aggressive devotion to radical democracy, making the other regions uneasy. c. In order to control immigrant migration, the federal government designated certain areas for immigrants from certain countries to live. d. As immigration increased dramatically in the early nineteenth century, immigrants tended to migrate to cities to live near people from their country of origin. e. People wanted to defend their shared economic interests and maintain their distinct regional subcultures.

Answer: E Difficulty: 2 – Moderate Question ID: TB_08_28_The Republic Expands_Understand_LO 8.1 Topic: The Republic Expands Skill: Understand the Connections Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

29) Why did people move to the Northwest Territory in the 1800s? a. The federal government required poor immigrants to settle in the West. b. The federal government gave large incentives to people who moved west. c. Valuable slave plantations could be established in the Ohio River Valley. d. People moved to create opportunities with farms on the rich soil. e. The East had become unpleasantly overcrowded and industrialized.

Answer: D Difficulty: 2 – Moderate Question ID: TB_08_29_The Republic Expands_Understand_LO 8.1 Topic: The Republic Expands Skill: Understand the Connections Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

30) How did white Americans interact with Native Americans in the early 1800s? a. The federal government worked with tribal leaders to find compromises on land distribution. b. White businessmen, supported by the government, forced Indians to work in mills and labor camps, destroying their culture and family ties. c. They used violence and trickery to kill Indians and gain their land. d. They generally lived peacefully as neighbors, often sharing resources. e. The federal government took Indian children from their homes and placed them in schools to increase assimilation.

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Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_08_30_The Republic Expands_Understand_LO 8.1 Topic: The Republic Expands Skill: Understand the Connections Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

31) What was the main function of American cities during the Jeffersonian era? a. to centralize cultural activities b. to serve as depots for international trade c. to create agricultural marketplaces d. to centralize financial activities e. to serve as places to exchange ideas and keep up with news Answer: B Difficulty: 2 – Moderate Question ID: TB_08_31_The Republic Expands_Understand_LO 8.1 Topic: The Republic Expands Skill: Understand the Connections Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

32) In what ways was Jefferson a powerful president? a. He successfully reformed and controlled the judicial system. b. He skillfully used diplomacy to steer the United States away from conflict with Europe. c. He created financial systems and solutions that most of the nation agreed with and championed. d. He developed close ties with Congress, working closely with legislators to reach many of his political goals. e. He successfully destroyed the Federalist Party, his political competition.

Answer: D Difficulty: 2 – Moderate Question ID: TB_08_32_Jefferson as President_Understand_LO 8.2 Topic: Jefferson as President Skill: Understand the Connections Objective: 8.2 How did practical politics challenge Jefferson’s political principles?

33) Why did Thomas Jefferson decide to make the Louisiana Purchase? a. Spain closed the port of New Orleans to American commerce. b. Great Britain invaded Cuba. c. The citizens of New Orleans petitioned him to do so. d. Napoleon sent troops to the Dominican Republic. e. Jefferson realized that the United States would gain Florida as well.

Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_08_33_Jefferson as President_Understand_LO 8.2 Topic: Jefferson as President Skill: Understand the Connections Objective: 8.2 How did practical politics challenge Jefferson’s political principles?

34) In what ways was the Lewis and Clark expedition a success? a. It forced France to sell to the United States the parcel of land known as the Louisiana Purchase. b. It forced Britain out of military posts in the West. c. It fulfilled Jefferson's scientific expectations and reaffirmed his faith in the future prosperity of the United States. d. It discovered a direct water route from coast to coast of the continental United States. e. It established peaceful relations with most of the Native American tribes in the West.

Answer: C Difficulty: 2 – Moderate Question ID: TB_08_34_Jefferson as President_Understand_LO 8.2 Topic: Jefferson as President Skill: Understand the Connections Objective: 8.2 How did practical politics challenge Jefferson’s political principles?

35) How can Jefferson's first term best be characterized? a. It was a failure in that he lead the country to war, increased taxes, and lost land in the North and West. b. It was a success in that he united Republican politicians and eradicated their competition, the Federalists. c. It was a failure in that he lost important trade rights with Europe and lost western land to Native American tribes. d. It was a success in that he reduced taxes, maintained peace, and expanded the United States. e. It was a failure in that his judicial, educational, and economic reforms were not passed by Congress.

Answer: D Difficulty: 2 – Moderate Question ID: TB_08_35_Race and Dissent Under Jefferson_Understand_LO 8.3 Topic: Race and Dissent Under Jefferson Skill: Understand the Connections Objective: 8.3 How did Jeffersonians deal with the difficult problems of party politics and slavery?

36) How does the Marbury v. Madison case influence the legislature today? a. It established the constitutionality of political parties and the limits on political contributions. b. It began the civil rights movement, determining that the rights of life, liberty, and the pursuit of happiness are for all people. c. It was the first unanimous ruling, demonstrating that even politically divided Supreme Court justices can work together. d. It began the process of rewriting the U.S. Constitution, making it the document that legislators use today. e. It established precedence for the Supreme Court to judge the constitutionality of congressional acts.

Answer: E 126 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_08_36_Race and Dissent Under Jefferson_Understand_LO 8.3 Topic: Race and Dissent Under Jefferson Skill: Understand the Connections Objective: 8.3 How did Jeffersonians deal with the difficult problems of party politics and slavery?

37) How was Jefferson's stance on slavery ironic? a. He supported the slave trade, and yet he did not own any slaves himself. b. He was a faithful Republican and abolitionist, when most Republicans were not abolitionists. c. He wanted the slave trade outlawed, and yet he owned slaves. d. He publicly stated he wanted the slave trade outlawed, but he secretly supported it. e. He preached life, liberty, and the pursuit of happiness, but he did not want to outlaw the slave trade.

Answer: C Difficulty: 2 – Moderate Question ID: TB_08_37_Race and Dissent Under Jefferson_Understand_LO 8.3 Topic: Race and Dissent Under Jefferson Skill: Understand the Connections Objective: 8.3 How did Jeffersonians deal with the difficult problems of party politics and slavery?

38) Why was the 1807 federal slavery law unsatisfying for everyone? a. On the one hand, slave owners felt it threatened their livelihood, but on the other hand, abolitionists felt it did little to end slavery. b. It did nothing to affect slavery or the slave trade in the United States and only frustrated relations with European allies. c. On the one hand, it appeased antislavery European allies, but on the other hand, it frustrated U.S. slave owners. d. It granted African Americans only freedom, not any voting or civil rights, while at the same time infuriating their slave owners. e. It appeased southern slave owners but infuriated northern abolitionists.

Answer: A Difficulty: 2 – Moderate Question ID: TB_08_38_Race and Dissent Under Jefferson_Understand_LO 8.3 Topic: Race and Dissent Under Jefferson Skill: Understand the Connections Objective: 8.3 How did Jeffersonians deal with the difficult problems of party politics and slavery?

39) How were the Orders in Council and the Berlin/Milan Decrees similar? a. They both allowed broken voyages to occur throughout Europe. b. They both forbade commerce in Europe but were ineffective "paper blockades." c. Neither had any effect on American shipping. d. Both gave Great Britain control of the seas. e. Both allowed the British navy to monitor every Continental port.

Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_08_39_Embarrassments Overseas_Understand_LO 8.4 Topic: Embarrassments Overseas Skill: Understand the Connections Objective: 8.4 Why did the United States find it difficult to avoid military conflict during this period?

40) How was the U.S. Embargo Act of 1807 ineffective? a. It gained public support only in the Northeast. b. It only resulted in England respecting American trade rights; France still did not. c. It caused severe economic depression in France but had little effect on England. d. It caused economic mayhem in the United States and did little to affect France and England. e. It resulted in a severe shortage of food for both the French and British armies.

Answer: D Difficulty: 2 – Moderate Question ID: TB_08_40_Embarrassments Overseas_Understand_LO 8.4 Topic: Embarrassments Overseas Skill: Understand the Connections Objective: 8.4 Why did the United States find it difficult to avoid military conflict during this period?

41) How can Jefferson's foreign policy best be characterized? a. It allowed Madison (the next president) to return to domestic concerns. b. It seriously damaged the British economy through conflict and embargoes. c. It fostered a valuable alliance with France. d. It did more harm than good for the United States. e. It strengthened relations with Europe, despite the war.

Answer: D Difficulty: 2 – Moderate Question ID: TB_08_41_Embarrassments Overseas_Understand_LO 8.4 Topic: Embarrassments Overseas Skill: Understand the Connections Objective: 8.4 Why did the United States find it difficult to avoid military conflict during this period?

42) How did lies and rumors lead the United States closer to the war of 1812? a. Madison was ready for war because he believed France's lies about lifting trade embargoes and rumors about Britain causing conflicts with Indians. b. England lied about lifting trade embargoes and causing conflicts with Indians in the West, infuriating Americans and making them ready for war. c. France lied about selling the United States the Louisiana Purchase; Britain spread rumors about Canadian resistance to U.S. trade, making the United States want war. d. Federalists spread rumors about Canada's involvement in Indian territories; Republicans countered with lies about Britain's trade embargoes. e. Northerners spread rumors about the South's slave smuggling; southerners countered with lies about northerners breaking the U.S. trade embargo.

Answer: D

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_08_42_Embarrassments Overseas_Understand_LO 8.4 Topic: Embarrassments Overseas Skill: Understand the Connections Objective: 8.4 Why did the United States find it difficult to avoid military conflict during this period?

43) How did Madison hope to defeat Great Britain in the war of 1812? a. He hoped to gain control of the British West Indies to show Great Britain that the United States was a powerful country worthy of respect. b. He attempted to control the trade routes of the Atlantic Ocean, demonstrating the United States' naval power and trade viability. c. He hoped to gain control of Canada to show Great Britain that the United States was a powerful country worthy of respect. d. He hoped to distract Great Britain from its war with France, allowing the French time to regroup and gain a tactical advantage in Europe. e. He attempted to take control of Indian territories in the West, hoping to draw the British navy away from the U.S. Atlantic Ocean trade routes.

Answer: C Difficulty: 2 – Moderate Question ID: TB_08_43_Embarrassments Overseas_Understand_LO 8.4 Topic: Embarrassments Overseas Skill: Understand the Connections Objective: 8.4 Why did the United States find it difficult to avoid military conflict during this period?

44) Why did many New Englanders oppose war with Great Britain? a. They traced their heritage back to Great Britain and did not want to be at war with relatives. b. They were tired from fighting the Revolutionary War and wanted a time of sustained peace. c. They were tired from fighting in conflicts with Native Americans in the West and wanted a time of peace. d. They were already engaged in their own armed conflicts with the French in Canada and could not support two wars. e. They believed the real reason for the war was to build up America's ego—a ridiculous cause for war in their opinion.

Answer: E Difficulty: 2 – Moderate Question ID: TB_08_44_Embarrassments Overseas_Understand_LO 8.4 Topic: Embarrassments Overseas Skill: Understand the Connections Objective: 8.4 Why did the United States find it difficult to avoid military conflict during this period?

45) In what ways was the War of 1812 strange? a. It was fought on U.S. territory but between France and Great Britain. b. The United States believed it could win with a decentralized government and little money or military power against the most powerful nation in the world. c. Great Britain was engaged in an expensive and taxing war with France but still found resources to engage the United States on land and by sea. d. It was a "paper" war of unenforced embargoes, wild rumors, and great lies.

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Brands, American Stories 3e Test Bank e. It was mainly fought by merchants and pirates on the Atlantic Ocean rather than by soldiers on land or naval officers at sea.

Answer: B Difficulty: 2 – Moderate Question ID: TB_08_45_The Strange War of 1812_Understand_LO 8.5 Topic: The Strange War of 1812 Skill: Understand the Connections Objective: 8.5 Why is the War of 1812 sometimes thought of as a “second war of independence”?

46) Why did Great Britain engage in the War of 1812? a. It feared the vast U.S. military power and wanted to strike first. b. It wanted to regain control of the United States and its Caribbean territories. c. It hoped that war with the United States would show France its loyalty. d. It wanted to occupy New York City as an important northeastern port. e. It wanted to control U.S. trade in Canada and Europe.

Answer: D Difficulty: 2 – Moderate Question ID: TB_08_46_The Strange War of 1812_Understand_LO 8.5 Topic: The Strange War of 1812 Skill: Understand the Connections Objective: 8.5 Why is the War of 1812 sometimes thought of as a “second war of independence”?

47) How did the Hartford Convention lead to the downfall of the Federalists? a. The Hartford Federalists sent their resolutions to Washington just after the victorious Battle of New Orleans, making them look unpatriotic and selfish. b. The Federalists who met in Hartford passed unreasonable resolutions that the rest of the country would never agree to, making Federalists look foolish. c. The Republicans who met in Hartford passed resolutions that greatly weakened their Federalist opponents. d. The Hartford Republicans passed resolutions that led to peaceful trade negotiations with Europe, making the War Hawk Federalists look bad. e. Only northern Federalists attended the convention; southern Federalists disagreed with the Hartford resolutions, fracturing and weakening the party.

Answer: A Difficulty: 2 – Moderate Question ID: TB_08_47_The Strange War of 1812_Understand_LO 8.5 Topic: The Strange War of 1812 Skill: Understand the Connections Objective: 8.5 Why is the War of 1812 sometimes thought of as a “second war of independence”?

48) What was the significance of cities to Jeffersonian America? a. The growing textile factories located in America’s major cities employed many urban workers. b. They served as a hub for exporting goods purchased from farther in the interior. c. The large influx of immigrants found cheap rents in port cities and seldom moved to rural areas. d. Almost a quarter of America’s population lived in urban centers. e. They served as terminals for international trade.

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Brands, American Stories 3e Test Bank Answer: E Difficulty: 2 – Moderate Question ID: TB_08_48_The Republic Expands_Analyze_LO 8.1 Topic: The Republic Expands Skill: Analyze It Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

49) How did Jefferson's goals as president differ from typical Republican goals today? a. Jefferson wanted to reduce the size of the federal government; most Republicans today want to increase the size of the government. b. Jefferson chose cabinet members who supported his programs; most Republicans choose a mix of supporters and opponents. c. Jefferson wanted to repeal his opponent's legislation; today Republicans try to use their opponents’ policies to their advantage rather than repeal them. d. Jefferson wanted to cut national debt and succeeded; Republicans today are also focused on and successful at reducing national debt. e. Jefferson wanted to maintain international peace; Republicans today are more willing to engage in international conflicts.

Answer: E Difficulty: 2 – Moderate Question ID: TB_08_49_Jefferson as President_Analyze_LO 8.2 Topic: Jefferson as President Skill: Analyze It Objective: 8.2 How did practical politics challenge Jefferson’s political principles?

50) How was the war of 1812 both a success and a failure for Americans? a. The United States won all the battles but lost the war in that the Treaty of Ghent gave it only maritime rights and not impressment promises. b. The United States felt united as a nation and proud as a country, and yet it did not receive maritime rights or impressment promises. c. The United States lost all major battles, wasting lives and resources, but it gained maritime rights and impressment promises in the Treaty of Ghent. d. The United States lost valuable land in the West, but gained maritime rights and impressment promises. e. The United States gained land in the West, maritime rights, and impressment promises in the peace treaty, but lost many lives and resources in the war.

Answer: B Difficulty: 2 – Moderate Question ID: TB_08_50_The Strange War of 1812_Analyze_LO 8.5 Topic: The Strange War of 1812 Skill: Analyze It Objective: 8.5 Why is the War of 1812 sometimes thought of as a “second war of independence”?

Essay Questions 51) What factors encouraged the emergence of distinct regional identities in the early nineteenth century?

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_08_51_The Republic Expands_Analyze_LO 8.1 Topic: The Republic Expands Skill: Analyze It Objective: 8.1 How did the Republic’s growth shape the market economy and relations with Native Americans?

52) How did practical politics cause Jefferson to modify his initial political beliefs during his presidency?

Difficulty: 3 – Difficult Question ID: TB_08_52_Jefferson as President_Analyze_LO 8.2 Topic: Jefferson as President Skill: Analyze It Objective: 8.2 How did practical politics challenge Jefferson’s political principles?

53) What is the long-term significance of the Supreme Court's decision in the case of Marbury v.

Madison?

Difficulty: 3 – Difficult Question ID: TB_08_53_Jefferson as President_Analyze_LO 8.2 Topic: Jefferson as President Skill: Analyze It Objective: 8.2 How did practical politics challenge Jefferson’s political principles?

54) Why is the War of 1812 sometimes called the "second war of independence"?

Difficulty: 3 – Difficult Question ID: TB_08_54_The Strange War of 1812_Analyze_LO 8.5 Topic: The Strange War of 1812 Skill: Analyze It Objective: 8.5 Why is the War of 1812 sometimes thought of as a “second war of independence”?

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Brands, American Stories 3e Test Bank

Chapter 9: Nation Building and Nationalism, 1815-1825 Multiple-Choice Questions 1) The first goal of postwar expansionists in the United States after 1815 was to __________. a. obtain the Pacific Northwest from Great Britain b. obtain Florida from Spain c. acquire the former French colony of Louisiana d. develop the trans-Appalachian West e. eradicate the Native Americans Answer: B Difficulty: 1 – Easy Question ID: TB_09_01_Expansion and Migration_Remember_LO 9.1 Topic: Expansion and Migration Skill: Remember the Facts Objective: 9.1 What key forces drove American expansion westward during this period?

2) The Adams-Onís Treaty __________. a. excluded Spain from the North American continent b. reduced British influence in Florida c. granted the Northwest Territory to the United States d. weakened the Spanish position in Latin America e. made Florida a U.S. territory Answer: E Difficulty: 1 – Easy Question ID: TB_09_02_Expansion and Migration_Remember_LO 9.1 Topic: Expansion and Migration Skill: Remember the Facts Objective: 9.1 What key forces drove American expansion westward during this period?

3) After 1815, the United States __________. a. grew rapidly in size and population b. was threatened by foreign invasion c. revised its form of government d. was unable to expand its economy e. invaded and occupied Canada Answer: A Difficulty: 1 – Easy Question ID: TB_09_03_Expansion and Migration_Remember_LO 9.1 Topic: Expansion and Migration Skill: Remember the Facts Objective: 9.1 What key forces drove American expansion westward during this period?

4) In response to encroachment by white settlers, the Cherokee __________. a. rejected their native culture and assimilated into white society 133 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. voluntarily ceded their lands to the American government c. created a military alliance with the Creek and Seminole d. forcibly resisted using their military forces e. adopted a policy of accommodation Answer: E Difficulty: 2 – Moderate Question ID: TB_09_04_Expansion and Migration_Remember_LO 9.1 Topic: Expansion and Migration Skill: Remember the Facts Objective: 9.1 What key forces drove American expansion westward during this period?

5) The __________ nation was an amalgam of peoples of both Native American and African origins. a. Algonquin b. Seminole c. Cherokee d. Apache e. Choctaw Answer: B Difficulty: 1 – Easy Question ID: TB_09_05_Expansion and Migration_Remember_LO 9.1 Topic: Expansion and Migration Skill: Remember the Facts Objective: 9.1 What key forces drove American expansion westward during this period?

6) The last resistance of Indians to white settlement in the Old Northwest came in 1831-1832 under Chief __________. a. Tecumseh b. Sitting Bull c. Osceola d. Black Hawk e. Rain-in-Face Answer: D Difficulty: 1 – Easy Question ID: TB_09_06_Expansion and Migration_Remember_LO 9.1 Topic: Expansion and Migration Skill: Remember the Facts Objective: 9.1 What key forces drove American expansion westward during this period?

7) The first great federal transportation project was the __________. a. building of the National Road b. Lancaster Turnpike c. Erie Canal d. transcontinental railroad e. Union and Pacific Railroad Answer: A 134 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_09_07_Transportation and the Market Economy_Remember_LO 9.2 Topic: Transportation and the Market Economy Skill: Remember the Facts Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

8) Which of the following forms of transportation predominated before the 1820s and 1830s? a. national road systems b. canal systems c. steamboats d. flatboats e. railroads Answer: D Difficulty: 1 – Easy Question ID: TB_09_08_Transportation and the Market Economy_Remember_LO 9.2 Topic: Transportation and the Market Economy Skill: Remember the Facts Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

9) The most spectacular engineering achievement of the young United States was the __________. a. Cumberland Trail b. Erie Canal c. Intercoastal Waterway d. Baltimore Turnpike e. the Washington Monument Answer: B Difficulty: 2 – Moderate Question ID: TB_09_09_Transportation and the Market Economy_Remember_LO 9.2 Topic: Transportation and the Market Economy Skill: Remember the Facts Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

10) Canals in early nineteenth-century America __________. a. linked the Atlantic coastal cities to the lakes and rivers of the interior b. were very profitable c. competed successfully with railroads d. were financed through federal and state government funds e. led to spectacular canal boat accidents that claimed many lives Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_09_10_Transportation and the Market Economy_Remember_LO 9.2 Topic: Transportation and the Market Economy Skill: Remember the Facts Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

11) The South became the world’s greatest producer of cotton because __________. a. railroads crisscrossed the south, providing needed transportation b. little competition arose in other locations of the world c. fertile land was available in the “green belts” of the South d. the federal government gave generous farm subsidies e. the cotton gin had a tremendous impact on production Answer: E Difficulty: 2 – Moderate Question ID: TB_09_11_Transportation and the Market Economy_Remember_LO 9.2 Topic: Transportation and the Market Economy Skill: Remember the Facts Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

12) Under the __________ system, manufacturers provided raw materials to people in their own homes and then picked up the finished products for distribution. a. finishing-off system b. mass production system c. piecework system d. putting-out system e. cottage industry system Answer: D Difficulty: 1 – Easy Question ID: TB_09_12_Transportation and the Market Economy_Remember_LO 9.2 Topic: Transportation and the Market Economy Skill: Remember the Facts Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

13) The great showplace for early American industrialization was __________. a. New York, New York b. Boston, Massachusetts c. Lowell, Massachusetts d. Philadelphia, Pennsylvania e. Burlington, Vermont Answer: C

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_09_13_Transportation and the Market Economy_Remember_LO 9.2 Topic: Transportation and the Market Economy Skill: Remember the Facts Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

14) Which of the following groups was initially a primary source of labor for the textile mills? a. young single women b. young single men c. children d. immigrants e. African Americans Answer: A Difficulty: 2 – Moderate Question ID: TB_09_14_Transportation and the Market Economy_Remember_LO 9.2 Topic: Transportation and the Market Economy Skill: Remember the Facts Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

15) Industrialization after 1815 altered the manufacturing system in the United States by __________. a. immediately creating a need for large factories with many workers b. increasing production in the factory and decreasing it in the home c. increasing the need for female labor d. eliminating the need for foreign equipment and technology e. becoming more efficient, therefore using fewer raw materials Answer: B Difficulty: 2 – Moderate Question ID: TB_09_15_Transportation and the Market Economy_Remember_LO 9.2 Topic: Transportation and the Market Economy Skill: Remember the Facts Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

16) Many Americans believed high tariffs would __________. a. enhance America's image abroad b. prevent competition from foreign goods c. meet the demands of American farmers d. prevent political differences from arising e. take money out of their own pockets Answer: B

137 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_09_16_Transportation and the Market Economy_Remember_LO 9.2 Topic: Transportation and the Market Economy Skill: Remember the Facts Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

17) The president most closely identified with the "Era of Good Feeling" was __________. a. James Monroe b. James Madison c. John Quincy Adams d. Thomas Jefferson e. Andrew Jackson Answer: A Difficulty: 1 – Easy Question ID: TB_09_17_The Politics of Nation Building After the War of 1812_Remember_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Remember the Facts Objective: 9.3 What decisions did the federal government face as the country expanded?

18) The Missouri Compromise of 1820 involved __________. a. the criteria that no more slave states could be created south of the northern boundary of Missouri b. Missouri being admitted as a slave state on condition that slavery be phased out over a period of time c. Maine splitting off from Massachusetts and being admitted as a free state d. northern and southern congressmen splitting along partisan lines on the issue e. adroit political maneuvering by John Calhoun, who got the compromise through the Senate Answer: C Difficulty: 2 – Moderate Question ID: TB_09_18_The Politics of Nation Building After the War of 1812_Remember_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Remember the Facts Objective: 9.3 What decisions did the federal government face as the country expanded?

19) As chief justice of the Supreme Court, John Marshall __________. a. promoted the growth of state sovereignty b. supported the attainment of political and social equality c. emphasized the primacy of property and property rights d. abandoned his Federalist sympathies e. began the tradition of wearing four gold stripes on the sleeves of his robes Answer: C Difficulty: 2 – Moderate Question ID: TB_09_19_The Politics of Nation Building After the War of 1812_Remember_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Remember the Facts Objective: 9.3 What decisions did the federal government face as the country expanded?

20) Dartmouth College v. Woodward __________.

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Brands, American Stories 3e Test Bank a. increased the regulatory powers of state governments b. asserted the implied powers of the Constitution c. led to the growth of the modern corporation d. ruled the state had no right to tax a privately owned college e. expanded the powers of the federal government to regulate education Answer: C Difficulty: 2 – Moderate Question ID: TB_09_20_The Politics of Nation Building After the War of 1812_Remember_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Remember the Facts Objective: 9.3 What decisions did the federal government face as the country expanded?

21) McCulloch v. Maryland involved questions regarding __________. a. the national bank b. internal improvements c. the role of the U.S. Congress d. the chartering of private corporations e. timber rights Answer: A Difficulty: 1 – Easy Question ID: TB_09_21_The Politics of Nation Building After the War of 1812_Remember_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Remember the Facts Objective: 9.3 What decisions did the federal government face as the country expanded?

22) According to the decision of Gibbons v. Ogden, which branch of government would regulate interstate commerce? a. the executive branch b. Congress c. the Supreme Court d. the individual states e. the judicial branch Answer: B Difficulty: 1 – Easy Question ID: TB_09_22_The Politics of Nation Building After the War of 1812_Remember_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Remember the Facts Objective: 9.3 What decisions did the federal government face as the country expanded?

23) The main diplomatic challenge facing James Monroe in 1820 was __________. a. the continuing threat of English intervention in the United States b. the development of trading rights with Latin America c. establishing friendly relations with France d. responding to the revolt of Spain's Latin American colonies e. the "Native American problem" Answer: D 139 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_09_23_The Politics of Nation Building After the War of 1812_Remember_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Remember the Facts Objective: 9.3 What decisions did the federal government face as the country expanded?

24) In 1823, John Quincy Adams believed the nation should __________. a. form an alliance with the British b. avoid involvement in European affairs c. create an alliance with the newly independent Latin American nations d. control the affairs of the Western Hemisphere e. wrest control of New Orleans from the Spanish Answer: B Difficulty: 2 – Moderate Question ID: TB_09_24_The Politics of Nation Building After the War of 1812_Remember_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Remember the Facts Objective: 9.3 What decisions did the federal government face as the country expanded?

25) The foreign policy initiative calling for an end to all European colonization efforts in the Western Hemisphere was known as the __________. a. Monroe Doctrine b. Adams-Onís Agreement c. Continental Treaty 1818 d. Webster-Ashburton Treaty e. "American System" Answer: A Difficulty: 1 – Easy Question ID: TB_09_25_The Politics of Nation Building After the War of 1812_Remember_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Remember the Facts Objective: 9.3 What decisions did the federal government face as the country expanded?

26) How were expansion and migration related in the United States after 1812? a. As populations expanded, people migrated to rural areas outside of populated cities, creating the first suburbs. b. As populations expanded, people migrated to and built up Eastern cities. c. As the United States expanded its borders, people migrated to these new areas. d. Expansion and migration were both direct results of improved water transportation after 1812. e. Expansion and migration were both direct results of improved land transportation after 1812.

Answer: C Difficulty: 2 – Moderate Question ID: TB_09_26_Expansion and Migration_Understand_LO 9.1 Topic: Expansion and Migration Skill: Understand the Connections Objective: 9.1 What key forces drove American expansion westward during this period?

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Brands, American Stories 3e Test Bank 27) How did expansion affect men like John Jacob Astor? a. As free African Americans, men like Astor could settle in the West and make a life for themselves. b. As displaced Native Americans, men like Astor could relocate in the newly acquired land of the West or Florida, making a new life for themselves. c. Expansion gave entrepreneurs like Astor the opportunity to create prosperous immigrant neighborhoods like Astoria, New York. d. Expansion gave entrepreneurs like Astor the opportunity to create prosperous companies in the West. e. Expansion gave immigrants like Astor the opportunity to work hard in an industrial mill and one day save enough money to start their own business.

Answer: D Difficulty: 2 – Moderate Question ID: TB_09_27_Expansion and Migration_Understand_LO 9.1 Topic: Expansion and Migration Skill: Understand the Connections Objective: 9.1 What key forces drove American expansion westward during this period?

28) What does it mean that some Americans believed the United States had "continental destiny"? a. It means that some Americans believed that the United States should control all of the North American continent. b. It means that some Americans believed that the United States should expand from the East coast to the West coast, controlling all the lands in between. c. It means that some Americans believed that the United States should support Latin American countries fighting for their independence. d. It means that some Americans believed that the United States should join with continental Europe to fight the British Empire. e. It means that some Americans believed that the United States should join with the continental European countries that opposed Latin American independence.

Answer: B Difficulty: 2 – Moderate Question ID: TB_09_28_Expansion and Migration_Understand_LO 9.1 Topic: Expansion and Migration Skill: Understand the Connections Objective: 9.1 What key forces drove American expansion westward during this period?

29) How did preemption affect migration? a. More people migrated when assured that preemption would allow them to secure title to land they had improved. b. It allowed Native Americans the right to refuse to leave land they had improved in Florida to settle in the West. c. It gave land speculators the first rights to purchase public domain land, encouraging speculators to migrate west. d. It allowed the government to seize land from farmers, discouraging people from moving west. e. It permitted squatters to occupy Native American camps while they were migrating for seasonal hunting or gathering trips.

Answer: A 141 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_09_29_Expansion and Migration_Understand_LO 9.1 Topic: Expansion and Migration Skill: Understand the Connections Objective: 9.1 What key forces drove American expansion westward during this period?

30) How did state politicians undermine Jefferson's promises to Native Americans? a. They passed the Adams-Onís Treaty to obtain Florida as U.S. land, but Jefferson had promised Florida to the Native Americans. b. They denied independent states to Native Americans, as promised by Jefferson. c. They authorized the occupation of Native American land, displacing Native Americans to whom Jefferson had promised land and citizenship. d. They attempted to relocate or exterminate the Native Americans from their land against the policies of President Jefferson. e. They would not allow Native Americans to own African slaves, and yet Jefferson himself and most southern politicians owned slaves.

Answer: C Difficulty: 2 – Moderate Question ID: TB_09_30_Expansion and Migration_Understand_LO 9.1 Topic: Expansion and Migration Skill: Understand the Connections Objective: 9.1 What key forces drove American expansion westward during this period?

31) Why was the "civilization" of Native Americans tragic? a. Some Native Americans refused to become civilized, so they were tragically murdered by white Americans. b. Many Native Americans tried to use civilized means like protests and boycotts to influence the U.S. government for their rights, but tragically failed. c. Few Native Americans wanted to become "civilized" because it meant tragically giving up their culture in exchange for land and citizenship. d. Most Native Americans were tragically unable to demonstrate aspects of civilization: literature, art, or organized society. e. Some Native Americans sacrificed their culture to try to assimilate into white society, and still they were not accepted or granted rights.

Answer: E Difficulty: 2 – Moderate Question ID: TB_09_31_Expansion and Migration_Understand_LO 9.1 Topic: Expansion and Migration Skill: Understand the Connections Objective: 9.1 What key forces drove American expansion westward during this period?

32) What did Native Americans and African Americans have in common in the early nineteenth century? a. Both were enslaved by white Americans and used as cheap agricultural labor. b. Both successfully resisted white American dominance with peaceful protests and lobbying. c. Both successfully resisted white American dominance with violence, often joining together to do so. d. Both were denied their citizenship and freedom in most areas of the United States. e. Both successfully obtained their citizenship and freedom in most areas of the United States.

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Brands, American Stories 3e Test Bank Answer: D Difficulty: 2 – Moderate Question ID: TB_09_32_Expansion and Migration_Understand_LO 9.1 Topic: Expansion and Migration Skill: Understand the Connections Objective: 9.1 What key forces drove American expansion westward during this period?

33) When President James Madison talked about the need for "internal improvements," he was referring to __________. a. improved reservations for Native American tribes b. reconstruction of the Capitol building in Washington, D.C. c. construction of a reliable transportation system for the United States d. more efficient method of moving proposed legislation through Congress e. development of the land beyond the Appalachians Answer: C Difficulty: 2 – Moderate Question ID: TB_09_33_Transportation and the Market Economy_Understand_LO 9.2 Topic: Transportation and the Market Economy Skill: Understand the Connections Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

34) How did transportation affect industry and agriculture in the early nineteenth century? a. Improved land and water transportation changed the United States from an agricultural to an industrial society. b. Improved land and water transportation allowed the United States to develop more industry and create a cash crop agricultural system. c. Developments in land and water transportation were slow, so the United States remained an agricultural society with virtually no industry. d. Because land transportation was so poor, water transportation caused industry and agriculture to be confined to the East coast. e. Because water transportation was cheaper than land transportation, industry soon replaced agriculture in the United States.

Answer: B Difficulty: 2 – Moderate Question ID: TB_09_34_Transportation and the Market Economy_Understand_LO 9.2 Topic: Transportation and the Market Economy Skill: Understand the Connections Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

35) Why did America experience rapid economic development in the early nineteenth century? a. high level of federal support b. establishment of transcontinental railroad c. great national transportation system created by the nation's river network d. absence of international economic competition e. development of web presses for printing money 143 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_09_35_Transportation and the Market Economy_Understand_LO 9.2 Topic: Transportation and the Market Economy Skill: Understand the Connections Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

36) The development of profitable commercial agriculture resulted from __________. a. improvements in agricultural technology b. the population growth in the Midwestern states c. rising need for agricultural products in the New England area d. European demands for American agricultural products e. generous government subsidies to encourage increased production Answer: A Difficulty: 1 – Easy Question ID: TB_09_36_Transportation and the Market Economy_Understand_LO 9.2 Topic: Transportation and the Market Economy Skill: Understand the Connections Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

37) How did American industrialization around 1800 differ from that of Europe? a. America had not yet had an industrial revolution, whereas Europe had experienced one. b. America had experienced an industrial revolution; Europe had not. c. American industrialization was concentrated in the fossil fuels industry, whereas European industrialization was concentrated in textiles. d. Americans used water transportation and power to increase their industrial production; Europe used land transportation and fossil fuels. e. Americans invented textile industry machines, which Europeans then stole to have their own industrial revolution.

Answer: A Difficulty: 1 – Easy Question ID: TB_09_37_Transportation and the Market Economy_Understand_LO 9.2 Topic: Transportation and the Market Economy Skill: Understand the Connections Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

38) The economic revolution in the United States between 1810 and 1840 was one of __________ rather than production. a. design b. technology c. hand work d. domestic work e. distribution Answer: E 144 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_09_38_Transportation and the Market Economy_Understand_LO 9.2 Topic: Transportation and the Market Economy Skill: Understand the Connections Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

39) Why did interest in national politics wane in the early nineteenth century? a. Many people began to believe that all politicians, especially those far-removed from their constituency, were corrupt. b. Most people were focused on state politics because of a rise in political parties and internal strife. c. Many people were distracted by the changes in the Supreme Court and paid less attention to national politics. d. Most people were satisfied by the geographical and economic growth of the country, so they were not concerned with national politics. e. Many people still distrusted a strong central government and therefore wanted to develop their state governments rather than the federal one.

Answer: D Difficulty: 2 – Moderate Question ID: TB_09_39_The Politics of Nation Building After the War of 1812_Understand_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Understand the Connections Objective: 9.3 What decisions did the federal government face as the country expanded?

40) How did the three branches of the federal government respond to the Era of Good Feeling? a. They had a time of little activity because the country was prospering so much. b. The three branches worked together to try to bring about an Era of Good Feeling in the United States like the one they observed in Europe. c. The Supreme Court took advantage of the executive and legislative branches' Era of Good Feeling to push through its own agenda. d. Monroe took advantage of the Era of Good Feeling between the three branches of government to pass expansionist and industrialization legislation. e. Congress dominated the Era of Good Feeling by approving Supreme Court justices and cabinet members who agreed with its expansionist agenda.

Answer: B Difficulty: 2 – Moderate Question ID: TB_09_40_The Politics of Nation Building After the War of 1812_Understand_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Understand the Connections Objective: 9.3 What decisions did the federal government face as the country expanded?

41) How did the Missouri Compromise impact slavery? a. It put a final time limit on the institution in the South. b. It demonstrated that the federal government did not care about slavery. c. It ensured that slavery would remain in the South indefinitely. d. It put a final end to the slave trade, if not the institution of slavery in the United States. e. It reduced the number of states where slavery was legal.

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Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_09_41_The Politics of Nation Building After the War of 1812_Understand_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Understand the Connections Objective: 9.3 What decisions did the federal government face as the country expanded?

42) How did the Missouri Compromise impact the future of North-South relations in the United States? a. It put off major conflict to a future time. b. It resolved major North-South conflicts about slavery. c. It increased North-South conflict about slavery. d. It changed North-South conflict from diplomatic to violent conflict. e. It changed the source of North-South conflict from economics to slavery.

Answer: A Difficulty: 2 – Moderate Question ID: TB_09_42_The Politics of Nation Building After the War of 1812_Understand_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Understand the Connections Objective: 9.3 What decisions did the federal government face as the country expanded?

43) Which of John Marshall’s values influenced many of his court decisions? a. economic equality for all American citizens b. the need to balance state and federal powers c. the protection of individual liberty d. the supremacy of the judicial branch e. a belief in the strict interpretation of the Constitution Answer: C Difficulty: 2 – Moderate Question ID: TB_09_43_The Politics of Nation Building After the War of 1812_Understand_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Understand the Connections Objective: 9.3 What decisions did the federal government face as the country expanded?

44) How did John Marshall influence the United States? a. He created the first commercial steamship, proving that people and freight can move by steam power. b. He brokered the Adams-Onís Treaty, granting the United States the fertile land of Florida. c. He influenced the future of the institution of slavery in the United States by convincing Congress to pass the Missouri Compromise. d. He influenced the future of the United States and Latin America through his Supreme Court rulings like the Monroe Doctrine. e. He influenced the future of the U.S. economy through his Supreme Court rulings.

Answer: E Difficulty: 2 – Moderate Question ID: TB_09_44_The Politics of Nation Building After the War of 1812_Understand_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Understand the Connections Objective: 9.3 What decisions did the federal government face as the country expanded?

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Brands, American Stories 3e Test Bank 45) How did politics differ in the "Old World" from politics in the "New World" in the early nineteenth century? a. Most "New World" nations copied the political systems of the "Old World," modifying them slightly to accommodate slavery and industrialization. b. Most "New World" nations founded republics, whereas most "Old World" nations began to form socialist democracies. c. Most "New World" nations adopted policies of eradication or assimilation with their natives, whereas "Old World" nations allowed theirs to coexist. d. Most "New World" nations founded democratic governments, whereas the "Old World" still clung to aristocratic rule. e. Most "New World" nations established communist republics, whereas the "Old World" remained under aristocratic rule.

Answer: D Difficulty: 2 – Moderate Question ID: TB_09_45_The Politics of Nation Building After the War of 1812_Understand_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Understand the Connections Objective: 9.3 What decisions did the federal government face as the country expanded?

46) Why didn't Great Britain support the rest of the European continent in their Latin American policies? a. Great Britain realized that independent Latin American countries offered better economic opportunities for British products. b. Great Britain didn't want to lose its colonies in Africa, so it opposed any independent colonies in Latin America. c. Great Britain hoped to re-colonize most of the Latin American nations once the Spanish and Portuguese were kicked out. d. Great Britain had learned from the Revolutionary War with the United States that colonial wars were expensive and impossible to win. e. Great Britain had observed the economic and political successes of the United States and respected Latin American nations' rights to the same.

Answer: A Difficulty: 2 – Moderate Question ID: TB_09_46_The Politics of Nation Building After the War of 1812_Understand_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Understand the Connections Objective: 9.3 What decisions did the federal government face as the country expanded?

47) Why did the Era of Good Feeling end? a. The United States could not sustain continued economic growth; financial institutions began to crumble. b. Nonpartisan cooperation could not be sustained through disagreements over how government should be involved in social and economic changes. c. The United States could not maintain peaceful relations with European countries intent on continuing colonial rule in Latin America. d. Poor road transportation made it difficult to unite the West with the East of the United States, causing poor communication and political divisions.

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Brands, American Stories 3e Test Bank e. The Supreme Court's focus on protection of individual liberty produced political, social, and economic inequalities that greatly weakened the nation.

Answer: B Difficulty: 2 – Moderate Question ID: TB_09_47_The Politics of Nation Building After the War of 1812_Understand_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Understand the Connections Objective: 9.3 What decisions did the federal government face as the country expanded?\ 48) How does this statement from Monroe's inaugural address demonstrate American hypocrisy: "Their citizens individually have been happy and the nation prosperous"? a. Few people were truly happy in the United States during the first few decades of the nineteenth century. b. The nation was prosperous only because it exploited immigrants and weaker North American neighbors. c. Only those who were citizens (white males) were able to be happy and prosperous; Native Americans, African Americans, and women were denied these opportunities. d. Monroe was addressing politicians, the only truly happy citizens of the United States, and the only people allowed to contribute to its prosperity. e. From the moment of his inaugural address, Monroe's policies undermined individual citizens’ happiness and the nation's ability to prosper greatly.

Answer: C Difficulty: 2 – Moderate Question ID: TB_09_48_Introduction—A Revolutionary War Hero Revisits America in 1824_Analyze Topic: Introduction—A Revolutionary War Hero Revisits America in 1824 Skill: Analyze It Objective: N/A 49) How does the statement from Monroe's inaugural address that expansion "to the Great Lakes and beyond the sources of the great rivers which communicate through our whole interior" meant that "no country was ever happier with respect to its domain" contradict the country's actions in Florida and the West? a. If the United States was happy with respect to its domain, it would not have to expand to obtain Florida or more land in the West. b. If the United States was happy with respect to its domain, it would not have changed to a market economy and begun industrialization outside of the home. c. If the Great Lakes and the great rivers were important to the United States, it would not have built national roads. d. The Great Lakes and great rivers ended up being of little value to the United States during the early nineteenth century, causing the United States to seek more "domain." e. Because of poor relations with Native American tribes in the Great Lakes and great rivers regions, the United States was not truly happy in respect to its domain.

Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_09_49_Introduction—A Revolutionary War Hero Revisits America in 1824_Analyze Topic: Introduction—A Revolutionary War Hero Revisits America in 1824 Skill: Analyze It Objective: N/A 50) Why did the Monroe Doctrine make little impression on European powers? a. The Europeans were too occupied with losing their colonial power in the Americas to care about trade embargoes in the United States. b. The Europeans did not see the United States as a significant enough military power to feel threatened about their support of Latin American independence. c. Europe, especially England, could not predict how powerful an influence the United States would have on independent markets in Latin America. d. Communication was so poor that the European powers did not receive news of the Monroe Doctrine until after they had given up Latin America. e. Maps were so inaccurate that European powers did not have a sense of how close the United States was to much of Latin America.

Answer: B Difficulty: 2 – Moderate Question ID: TB_09_50_The Politics of Nation Building After the War of 1812_Analyze_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Analyze It Objective: 9.3 What decisions did the federal government face as the country expanded?

Essay Questions 51) How did the Native Americans of the trans-Appalachian West respond to encroachment by AngloAmericans?

Difficulty: 3 – Difficult Question ID: TB_09_51_Expansion and Migration_Analyze_LO 9.1 Topic: Expansion and Migration Skill: Analyze It Objective: 9.1 What key forces drove American expansion westward during this period?

52) How did the transportation revolution contribute to the development of a national market economy in the United States between 1810 and 1840?

Difficulty: 3 – Difficult Question ID: TB_09_52_Transportation and the Market Economy_Analyze_LO 9.2 Topic: Transportation and the Market Economy Skill: Analyze It Objective: 9.2 How did developments in transportation support the growth of agriculture and manufacturing?

53) What evidence is there that public policies between the War of 1812 and the Age of Jackson reflected nationalism? Include examples from all three branches of government.

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_09_53_The Politics of Nation Building After the War of 1812_Analyze_LO 9.3 Topic: The Politics of Nation Building After the War of 1812 Skill: Analyze It Objective: 9.3 What decisions did the federal government face as the country expanded?

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Brands, American Stories 3e Test Bank

Chapter 10: The Triumph of White Men's Democracy, 1824-1840 Multiple-Choice Questions 1) __________ came to symbolize the triumph of democracy in the 1820s-1840s. a. Henry Clay b. John C. Calhoun c. Daniel Webster d. Martin Van Buren e. Andrew Jackson Answer: E Difficulty: 1 – Easy Question ID: TB_10_01_Introduction—Democratic Space—The New Hotels_Remember Topic: Introduction—Democratic Space—The New Hotels Skill: Remember the Facts Objective: N/A 2) The European observer, Alexis de Tocqueville, believed the most evident feature of democracy in America was the __________. a. American contribution b. decline in the spirit of deference c. participation of women in government d. American election process e. equality of former slaves Answer: B Difficulty: 2 – Moderate Question ID: TB_10_02_Democracy in Theory and Practice_Remember_LO 10.1 Topic: Democracy in Theory and Practice Skill: Remember the Facts Objective: 10.1 How did the relationship between the government and the people change during this time?

3) American culture in the Jacksonian period __________. a. did not reflect the development of a more democratic society b. was based in support of elitism and privileges c. was primarily the concern of the upper class d. accurately reflected the rise of the democratic spirit e. reached an all-time low in production Answer: D Difficulty: 2 – Moderate Question ID: TB_10_03_Democracy in Theory and Practice_Remember_LO 10.1 Topic: Democracy in Theory and Practice Skill: Remember the Facts Objective: 10.1 How did the relationship between the government and the people change during this time?

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Brands, American Stories 3e Test Bank 4) Which of the following individuals is matched with his art form? a. William Sidney Mount : novels b. Nathaniel Hawthorne : novels c. Herman Melville : painting d. Oliver Wendell Holmes : painting e. George Caleb Bingham : novels Answer: B Difficulty: 1 – Easy Question ID: TB_10_04_Democracy in Theory and Practice_Remember_LO 10.1 Topic: Democracy in Theory and Practice Skill: Remember the Facts Objective: 10.1 How did the relationship between the government and the people change during this time?

5) The most obvious indicator of the supremacy of democracy in the United States was the __________. a. high percentages of people who voted b. widespread use of the "spoils system" c. absence of any kind of social or economic classes d. development of universal manhood suffrage e. increase in the number of appointed officials Answer: D Difficulty: 2 – Moderate Question ID: TB_10_05_Democracy in Theory and Practice_Remember_LO 10.1 Topic: Democracy in Theory and Practice Skill: Remember the Facts Objective: 10.1 How did the relationship between the government and the people change during this time?

6) Martin Van Buren regarded a two-party system as essential to democratic government because __________. a. it provided a check on the temptation to abuse power b. he believed governments could not operate effectively without parties c. it was traditional in democracies d. he saw two parties as a way to increase his personal power e. three or more parties would cause too much voter confusion Answer: A Difficulty: 2 – Moderate Question ID: TB_10_06_Democracy in Theory and Practice_Remember_LO 10.1 Topic: Democracy in Theory and Practice Skill: Remember the Facts Objective: 10.1 How did the relationship between the government and the people change during this time?

7) The major issues dominating politics in the 1820s and 1830s were __________ issues. a. constitutional b. sectional 152 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank c. social d. economic e. foreign affairs Answer: D Difficulty: 2 – Moderate Question ID: TB_10_07_Democracy in Theory and Practice_Remember_LO 10.1 Topic: Democracy in Theory and Practice Skill: Remember the Facts Objective: 10.1 How did the relationship between the government and the people change during this time?

8) The "corrupt bargain" was __________. a. another name for the Missouri Compromise b. an alleged deal whereby Henry Clay threw the presidency to John Quincy Adams in the election of 1824 in return for being named Secretary of State c. President Jackson's policy of allowing the removal of the Cherokee Indians to Oklahoma in return for southern political support d. an agreement whereby President Jackson appointed Roger B. Taney to be Chief Justice in return for removing federal funds from the Bank of the United States e. an insulting reference to Jackson's marriage to Rachel Robards Answer: B Difficulty: 2 – Moderate Question ID: TB_10_08_Jackson and the Politics of Democracy_Remember_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Remember the Facts Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

9) Which of the following men were true political and philosophical allies in the 1820s? a. John Quincy Adams and Henry Clay b. Henry Clay and Andrew Jackson c. Andrew Jackson and John Marshall d. Daniel Webster and John C. Calhoun e. Nicholas Biddle and Andrew Jackson Answer: A Difficulty: 2 – Moderate Question ID: TB_10_09_Jackson and the Politics of Democracy_Remember_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Remember the Facts Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

10) The main issue of John Quincy Adams's presidency was __________. a. forced relocation of Native Americans b. internal improvements c. foreign affairs d. tariffs e. the idea of a continental railroad 153 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: D Difficulty: 1 – Easy Question ID: TB_10_10_Jackson and the Politics of Democracy_Remember_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Remember the Facts Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

11) Andrew Jackson's attitude toward Native Americans was that they should be __________. a. removed to areas beyond white expansion b. allowed to remain on their tribal lands c. assimilated into white society d. treated as equals to the white man e. exterminated Answer: A Difficulty: 2 – Moderate Question ID: TB_10_11_Jackson and the Politics of Democracy_Remember_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Remember the Facts Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

12) __________ denied states the right to take Native American tribal lands. a. McCulloch v. Maryland b. Southern legislatures c. Worcester v. Georgia d. Fletcher v. Peck e. Wallace v. Tennessee Answer: C Difficulty: 1 – Easy Question ID: TB_10_12_Jackson and the Politics of Democracy_Remember_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Remember the Facts Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

13) The Trail of Tears refers to __________. a. the destruction of the national bank b. passage of the "tariff of abominations" c. the forced relocation of the Cherokees to Oklahoma d. the nullification controversy e. the Oregon Trail and westward expansion Answer: C Difficulty: 1 – Easy Question ID: TB_10_13_Jackson and the Politics of Democracy_Remember_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Remember the Facts Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

14) In the 1830s and 1840s, the main advocate of states' rights was __________.

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Brands, American Stories 3e Test Bank a. Daniel Webster b. Henry Clay c. John C. Calhoun d. Martin Van Buren e. Andrew Jackson Answer: C Difficulty: 1 – Easy Question ID: TB_10_14_Jackson and the Politics of Democracy_Remember_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Remember the Facts Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

15) The nullification crisis was strongly influenced by __________. a. foreign manufacturing interests b. the political maneuvers of the National Republicans c. the demands of other southern states d. the personal feud between Jackson and Calhoun e. the relocation of Native Americans Answer: D Difficulty: 2 – Moderate Question ID: TB_10_15_Jackson and the Politics of Democracy_Remember_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Remember the Facts Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

16) The nullification crisis of the early 1830s __________. a. had little impact outside South Carolina b. was of little significance for the future of the United States c. revealed the strength of the Constitution d. was an early indication of dangerous future divisions e. demonstrated the inherent solidarity of the Union Answer: D Difficulty: 2 – Moderate Question ID: TB_10_16_Jackson and the Politics of Democracy_Remember_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Remember the Facts Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

17) Who was the president of the national bank and Andrew Jackson's chief opponent in the "bank war"? a. Henry Clay b. John C. Calhoun c. Francis B. Blair d. Nicholas Biddle e. John Jacob Astor Answer: D 155 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_10_17_The Bank War and the Second-Party System_Remember_LO 10.3 Topic: The Bank War and the Second-Party System Skill: Remember the Facts Objective: 10.3 What were the arguments for and against the Bank of the United States?

18) The strategic blunder made by Nicholas Biddle was his __________. a. decision to confide in Henry Clay b. decision to seek the bank's charter renewal four years early c. decision to give bank loans to congressmen d. failure to listen to the advice of Henry Clay e. advocacy of large loans to immigrants Answer: B Difficulty: 1 – Easy Question ID: TB_10_18_The Bank War and the Second-Party System_Remember_LO 10.3 Topic: The Bank War and the Second-Party System Skill: Remember the Facts Objective: 10.3 What were the arguments for and against the Bank of the United States?

19) The major significance of Jackson's national bank veto message was that it __________. a. was the first veto made by Jackson b. failed to explain the constitutional reasons for his decision c. was the first one that went beyond strictly constitutional arguments d. decisively ended the life of the national bank e. was the first recorded presidential veto Answer: C Difficulty: 2 – Moderate Question ID: TB_10_19_The Bank War and the Second-Party System_Remember_LO 10.3 Topic: The Bank War and the Second-Party System Skill: Remember the Facts Objective: 10.3 What were the arguments for and against the Bank of the United States?

20) Andrew Jackson killed the national bank __________. a. by withdrawing federal deposits from it b. through further legislation c. through the actions of the Supreme Court d. by letting its charter expire in 1836 e. by accusing Nicholas Biddle of treasonous acts Answer: A Difficulty: 2 – Moderate Question ID: TB_10_20_The Bank War and the Second-Party System_Remember_LO 10.3 Topic: The Bank War and the Second-Party System Skill: Remember the Facts Objective: 10.3 What were the arguments for and against the Bank of the United States?

21) The Whig Party __________. a. generally supported Jackson's presidency 156 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. grew from a coalition of Jackson's opponents c. refused the support of other, smaller parties d. represented political ideas unique to the American experience e. supported abolition Answer: B Difficulty: 2 – Moderate Question ID: TB_10_21_The Bank War and the Second-Party System_Remember_LO 10.3 Topic: The Bank War and the Second-Party System Skill: Remember the Facts Objective: 10.3 What were the arguments for and against the Bank of the United States?

22) William Henry Harrison's nickname "Tippecanoe" refers to his involvement in __________. a. the emancipation of African American slaves in the South b. the forced relocation of eastern tribes west of the Mississippi River c. widespread disease and death during the westward movement d. a western battle with Native Americans e. the nullification crisis Answer: D Difficulty: 1 – Easy Question ID: TB_10_22_The Bank War and the Second-Party System_Remember_LO 10.3 Topic: The Bank War and the Second-Party System Skill: Remember the Facts Objective: 10.3 What were the arguments for and against the Bank of the United States?

23) Belief in a national bank, high tariffs, and federally financed internal improvements best describes the policies of which party in the 1830s? a. Democrats b. Republicans c. Masons d. Whigs e. Federalists Answer: D Difficulty: 1 – Easy Question ID: TB_10_23_Heyday of the Second-Party System_Remember_LO 10.4 Topic: Heyday of the Second-Party System Skill: Remember the Facts Objective: 10.4 What was the two-party system, and how were the parties different?

24) Typically, immigrants, Catholics, freethinkers, and backwoods farmers of the 1840s would be members of the __________. a. Democratic party b. Equal Rights party c. Loco-focos d. Whig party e. Republican party Answer: A 157 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_10_24_Heyday of the Second-Party System_Remember_LO 10.4 Topic: Heyday of the Second-Party System Skill: Remember the Facts Objective: 10.4 What was the two-party system, and how were the parties different?

25) In the 1840s, which of the following was most likely to identify with the Whig party? a. industrialists who wanted tariff protection b. immigrants who enjoyed traditional amusements c. a Catholic, Lutheran, or Episcopalian who attended a more ritualized service d. someone with mixed or negative feelings about a national market economy e. emerging entrepreneurs who were excluded from established commercial groups Answer: A Difficulty: 2 – Moderate Question ID: TB_10_25_Heyday of the Second-Party System_Remember_LO 10.4 Topic: Heyday of the Second-Party System Skill: Remember the Facts Objective: 10.4 What was the two-party system, and how were the parties different?

26) How did hotels symbolize the American spirit in the 1820s-1840s? a. Like democracy, they were open to all men, but closed to women; they also showed how easily people moved around physically, socially, economically, and politically. b. Like democracy, they were open to all white men but closed to women, blacks, and Indians; they also showed how people were mobile—physically, socially, economically, politically. c. Hotels were often sites of debauchery and illicit behaviors, symbolizing how the American spirit had deteriorated to one of debauchery not only in morals but also in economics, politics, and foreign affairs. d. Hotels were expensive, demonstrating the entrepreneurial power of the American spirit: life is a race; all people may start the race in the same place, but those who run fastest and best will win. e. Hotels were large, cavernous places, not the cozy warm places that old-fashioned inns were; they symbolized the size of America geographically, economically, and politically.

Answer: B Difficulty: 2 – Moderate Question ID: TB_10_26_Introduction—Democratic Space—The New Hotels_Understand Topic: Introduction—Democratic Space—The New Hotels Skill: Understand the Connections Objective: N/A 27) In what ways was American democracy an illusion in the 1820s-1840s? a. Although all white men began life with equal opportunities, women and African and Native Americans did not. b. Despite the impression that people had equal opportunities, distinctions of dress and education persisted. c. Not only were women and African and Native Americans excluded, but even the idea that all white men began life with equal opportunities was false. d. Only landowners could vote, and as there were so few landowners in the United States, suffrage was not universal even among white men. e. An increasing level of illiteracy led to the press focusing on issues of interest mainly to the wealthy and highly educated members of society.

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Brands, American Stories 3e Test Bank Answer: A Difficulty: 2 – Moderate Question ID: TB_10_27_Introduction—Democratic Space—The New Hotels_Understand Topic: Introduction—Democratic Space—The New Hotels Skill: Understand the Connections Objective: N/A 28) What theme ran through almost all cultural expression of the 1820s-1840s? a. peace b. prosperity c. expansion d. morality e. democracy Answer: E Difficulty: 1 – Easy Question ID: TB_10_28_Introduction—Democratic Space—The New Hotels_Understand Topic: Introduction—Democratic Space—The New Hotels Skill: Understand the Connections Objective: N/A 29) Why did the two-party system of politics develop in the 1820s-1840s? a. The Supreme Court passed changes in the Constitution regarding the party system. b. There was an increasing concern about foreign policy issues. c. Changes in the method of nominating and electing the president developed. d. The burgeoning population of the trans-Appalachian West created a need for two parties. e. Married women gained the right to vote and created a second party.

Answer: C Difficulty: 1 – Easy Question ID: TB_10_29_Introduction—Democratic Space—The New Hotels_Understand Topic: Introduction—Democratic Space—The New Hotels Skill: Understand the Connections Objective: N/A 30) Why did voter participation in elections increase dramatically between 1824 and 1840? a. The population of the United States grew, so the number of voters increased. b. People who had been migrating were settled and could register and vote. c. African Americans in the North were given permission and encouragement to vote. d. Politicians changed campaigning practices, drawing in more voters. e. Native Americans in the South and West were given permission and encouragement to vote.

Answer: D Difficulty: 2 – Moderate Question ID: TB_10_30_Introduction—Democratic Space—The New Hotels_Understand Topic: Introduction—Democratic Space—The New Hotels Skill: Understand the Connections Objective: N/A 159 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 31) Why was Andrew Jackson so influential in the mid-1800s? a. He was a forceful and domineering president, unafraid of breaking the Constitution to gain what he wanted. b. He was a charismatic and kind president, fighting for the poor and disenfranchised. c. He was a politician in the right place at the right time; the 1830s and 1840s were a time when Americans wanted to be led by a strong national government. d. He made political deals to gain majority support in Congress and the Supreme Court, using the other branches to further his own agenda. e. He chose a strong presidential cabinet and followed their advice closely.

Answer: A Difficulty: 2 – Moderate Question ID: TB_10_31_Jackson and the Politics of Democracy_Understand_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Understand the Connections Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

32) Why did "tariff abominations" become a major campaign issue in the 1828 election? a. Adams's campaigners used it to try to win reelection, suggesting that the tariff showed Jackson was an unfit candidate. b. Jackson campaigners used it to gain valuable farmer and merchant votes, knowing that southerners disagreed with it but were already for Jackson. c. The Democratic party in the South (where the tariff was hated) used the tariff to rally around Jackson, a staunch opponent of the tariff. d. The Republican party in the North (where the tariff was generally welcomed) used it to rally around Adams, a staunch supporter of the tariff. e. Senator Martin Van Buren opposed both Adams and Jackson on the tariff and state rights, proposing a third party that would eliminate the tariff.

Answer: B Difficulty: 2 – Moderate Question ID: TB_10_32_Jackson and the Politics of Democracy_Understand_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Understand the Connections Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

33) How did campaigning methods change in the election campaign of 1828? a. Politicians campaigned at state and local levels, using parades, barbeques, and eventually rumors and mudslinging. b. Politicians did most of the campaigning themselves, going door-to-door in their cities and soliciting support. c. Politicians hired people called "supporters"; the name is ironic because they did not necessarily believe in the candidate but were financially supported by him. d. Politicians debated with opposing candidates in town squares, halls, and newspaper forums. e. Politicians relied predominantly on newspapers, writing essays and letters to editors that were read nationwide.

Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_10_33_Jackson and the Politics of Democracy_Understand_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Understand the Connections Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

34) How did Jackson's attitude and policies toward Native Americans compare to those of Jefferson? a. Jefferson respected Native Americans and wanted to grant them their rights, whereas Jackson hated Native Americans and wanted to kill them. b. Jefferson always viewed Native Americans as noble savages, whereas Jackson always viewed them as children. c. Both men were ambivalent, tolerating Native Americans sometimes, while allowing for their displacement or murder at other times. d. Both men respected Native Americans and their culture, but were pressured by other politicians to remove them from their land. e. Both men vilified Native Americans, blaming them for the foreign conflicts (especially with Britain and Canada) and economic setbacks.

Answer: C Difficulty: 2 – Moderate Question ID: TB_10_34_Jackson and the Politics of Democracy_Understand_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Understand the Connections Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

35) Why did South Carolinians protest the tariff of 1828? a. They feared its effect on the price of cotton. b. They saw it as an unfair "northern" law. c. They thought it threatened the institution of slavery. d. They disliked Andrew Jackson. e. Tariffs determined the prices that southerners paid for manufactured goods.

Answer: E Difficulty: 2 – Moderate Question ID: TB_10_35_Jackson and the Politics of Democracy_Understand_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Understand the Connections Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

36) What can one can conclude from Jackson's response to the nullification crisis? a. Jackson was a strong supporter of states' rights. b. Jackson believed in the limited use of federal power, but also that states were not truly sovereign. c. Jackson supported the unlimited use of federal power. d. Jackson supported higher tariffs, especially on manufactured goods coming from Europe. e. Jackson supported lower tariffs, especially on manufactured goods going from the South to the North.

Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_10_36_Jackson and the Politics of Democracy_Understand_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Understand the Connections Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

37) Why were most southerners unconcerned about Jackson's fight with South Carolina? a. They knew him to be in sympathy with the abolitionists. b. They knew him to be truly an advocate of extreme state sovereignty. c. He was a southerner and a slaveholder. d. They knew he was unable to prevent Congress from overriding his decisions. e. He was a master politician with the ability to turn enemies into allies.

Answer: C Difficulty: 2 – Moderate Question ID: TB_10_37_Jackson and the Politics of Democracy_Understand_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Understand the Connections Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

38) How was Jackson's Force Bill of 1833 connected with slavery? a. South Carolinians feared that if the federal government could force states to obey tariff laws, they could force states to obey antislavery laws. b. Many northerners feared that if southerners required the threat of force to pay tariffs, they would require physical violence to obey antislavery laws. c. The Force Bill of 1833 surprised South Carolinians in that Jackson showed he was willing to force abolitionist ideas on southerners. d. The Force Bill of 1833 required southerners to pay tariffs on all manufactured goods, including slaves traded from Africa and within the South. e. The Force Bill of 1833 put a time limit not only on the slave trade but also on the institution itself.

Answer: A Difficulty: 2 – Moderate Question ID: TB_10_38_Jackson and the Politics of Democracy_Understand_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Understand the Connections Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

39) How did the organization of the Democratic party differ from that of the Whig party? a. The Democratic party was composed of white evangelical Protestants, whereas the Whig party was founded as a more universal group. b. The Democratic party attempted to influence politics with morality, whereas the Whig party was established to champion individual freedom. c. The Democratic party was founded by Andrew Jackson in his second term as president, whereas the Whig party was founded by Adams in his first term. d. The Democratic party supported Jackson's presidency, whereas the Whig party was founded to counter Jackson's attack on the Bank. e. The Whig party was formed to support Jackson's presidency, whereas the Democratic party was founded to counter Jackson's response to the nullification crisis.

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Brands, American Stories 3e Test Bank Answer: D Difficulty: 2 – Moderate Question ID: TB_10_39_The Bank War and the Second-Party System_Understand_LO 10.3 Topic: The Bank War and the Second-Party System Skill: Understand the Connections Objective: 10.3 What were the arguments for and against the Bank of the United States?

40) The "kitchen cabinet" was __________. a. Jackson's special staff of gourmet chefs who prepared White House meals, demonstrating his hypocrisy with regard to social deference b. a reference to the fact that the only place Jackson could consult with his official advisors in secrecy was in the White House kitchen c. Jackson's circle of unofficial advisors, so low in social rank that he allegedly had to meet with them in the kitchen d. the oldest piece of furniture in the White House, saved from destruction by then General Jackson when the British burned the executive mansion in 1814 e. where Jackson kept his state papers, demonstrating his humility and true "common man" character Answer: C Difficulty: 2 – Moderate Question ID: TB_10_40_The Bank War and the Second-Party System_Understand_LO 10.3 Topic: The Bank War and the Second-Party System Skill: Understand the Connections Objective: 10.3 What were the arguments for and against the Bank of the United States?

41) Why was Jackson's view of the 1832 election results suspect? a. He was accused of having made a deal with his close friend, Martin Van Buren, in exchange for electoral college votes. b. He did not win by a very large margin, and yet he took the results to mean the nation supported his Native American removal policies. c. He lost the popular vote but won the electoral college vote, increasing his suspicion that states should not have sovereignty. d. He beat Adams a second time, assuring himself that the nation supported his financial and foreign policies, as they differed greatly from Adams's. e. He had not spoken about the Bank War in his campaign, but took his victory as a mandate that the nation wanted him to kill the national Bank.

Answer: E Difficulty: 2 – Moderate Question ID: TB_10_41_The Bank War and the Second-Party System_Understand_LO 10.3 Topic: The Bank War and the Second-Party System Skill: Understand the Connections Objective: 10.3 What were the arguments for and against the Bank of the United States?

42) What did resistance within Jackson's own cabinet suggest about his Bank-killing policies? a. Jackson was a tyrant who would brook no competition. b. Withdrawing funds from the national Bank and depositing them in state banks was probably unconstitutional. c. Killing the Bank was a politically risky act that might damage future senatorial aspirations.

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Brands, American Stories 3e Test Bank d. Jackson was a charismatic leader who orchestrated his actions with the same precision with which he led his army. e. Jackson was a weak president with Congress and the Supreme Court despite his popular appeal.

Answer: B Difficulty: 2 – Moderate Question ID: TB_10_42_The Bank War and the Second-Party System_Understand_LO 10.3 Topic: The Bank War and the Second-Party System Skill: Understand the Connections Objective: 10.3 What were the arguments for and against the Bank of the United States?

43) Why was the Panic of 1837 significant for President Van Buren? a. Van Buren had to respond but was hampered by his own political party's laissez-faire policies, dooming his reelection. b. Whigs blamed Van Buren for the crisis, further strengthening their popular appeal. c. Democrats blamed Van Buren for the crisis, further strengthening their popular appeal. d. Van Buren responded contrary to his political party's laissez-faire policies, forcing the economy into enough of a rebound to win him a second term. e. His predecessor, Jackson, had caused the crisis, so Van Buren was taxed with fixing it without insinuating the panic was caused by the popular Jackson.

Answer: A Difficulty: 2 – Moderate Question ID: TB_10_43_The Bank War and the Second-Party System_Understand_LO 10.3 Topic: The Bank War and the Second-Party System Skill: Understand the Connections Objective: 10.3 What were the arguments for and against the Bank of the United States?

44) What did Whigs mean by "executive usurpation"? a. Whigs felt that Jackson had usurped the executive presidential power by abusing the Constitution in the nullification crisis and Bank War. b. Whigs meant that Democrats had usurped the executive power by creating a corrupt bargain between President Adams and Henry Clay. c. Whigs believed that Jackson was a weak president who ceded too much control to state governments and therefore had to be usurped. d. Whigs wanted to usurp Jackson's executive powers by winning back the presidency. e. Whigs rallied behind Jackson against Adams whom they saw as a tyrannical executive who had usurped the democratic powers of the presidency.

Answer: A Difficulty: 2 – Moderate Question ID: TB_10_44_The Bank War and the Second-Party System_Understand_LO 10.3 Topic: The Bank War and the Second-Party System Skill: Understand the Connections Objective: 10.3 What were the arguments for and against the Bank of the United States?

45) How did the two-party political system of 1840 differ from the previous system? a. In 1840, there was a two-party system that only allowed for two candidates, while in Jefferson's time, there were many parties and candidates.

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Brands, American Stories 3e Test Bank b. In 1840, the two-party system was regionally organized, meaning there were more than two candidates; in Jefferson's time, parties were national. c. In 1840, the two-party system dominated political, social, and economic life; during Jefferson's time, political parties had little impact on people's lives. d. In 1840, the two-party system had little impact on people's lives, whereas political parties of Jefferson's time affected politics, social life, and economics. e. In 1840, there were no real differences between the two parties, so voters had no real choice, while previously political parties and candidates had varied greatly.

Answer: C Difficulty: 2 – Moderate Question ID: TB_10_45_Heyday of the Second-Party System_Understand_LO 10.4 Topic: Heyday of the Second-Party System Skill: Understand the Connections Objective: 10.4 What was the two-party system, and how were the parties different?

46) To what was French historian Alexis de Tocqueville referring when he wrote "that democratic principles should [not] undermine the husband's authority and make it doubtful who is in charge of the family"? a. In France, unlike in the United States, women experienced true democracy both inside and outside the home. b. In the United States, women did not experience true democracy inside or outside their homes. c. In the United States, unlike in France, women experienced true democracy both inside and outside the home. d. Democracy undermined women's rights and safety in the American home. e. United States democracy supported and established women's rights in the American home.

Answer: B Difficulty: 2 – Moderate Question ID: TB_10_46_Heyday of the Second-Party System_Understand_LO 10.4 Topic: Heyday of the Second-Party System Skill: Understand the Connections Objective: 10.4 What was the two-party system, and how were the parties different?

47) To what was French historian Alexis de Tocqueville referring when he wrote, "it is possible to foresee that the freer the whites in America are, the more they will seek to isolate themselves"? a. As whites fought for liberties, a divide would grow between whites and blacks. b. Democracy breeds in people (white Americans especially) an isolationist attitude, causing them to eschew involvement in foreign affairs. c. As all whites gain rights and liberties despite social or economic status, they will be more willing to share those rights with nonwhites. d. In order to gain rights and liberties, whites must oppress others, namely, African and Native Americans. e. Because white Americans are isolated from African and Native Americans, they do not see that they do not share the same rights and liberties.

Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_10_47_Heyday of the Second-Party System_Understand_LO 10.4 Topic: Heyday of the Second-Party System Skill: Understand the Connections Objective: 10.4 What was the two-party system, and how were the parties different?

48) How did the growth of democracy in the 1820s and 1830s change American society? a. Americans assumed that the rich and well-born were the natural leaders of the community. b. An increase in deference meant that self-made men faced hostility and scorn. c. Economic equality became part of the mainstream agenda. d. Politicians had to win over public opinion before making major decisions. e. The gap between the rich and the poor decreased significantly.

Answer: D Difficulty: 2 – Moderate Question ID: TB_10_48_Democracy in Theory and Practice_Analyze_LO 10.1 Topic: Democracy in Theory and Practice Skill: Analyze It Objective: 10.1 How did the relationship between the government and the people change during this time?

49) How does Jackson's interpretation of the "spoils system" compare to contemporary interpretations of it? a. Unlike Jackson, today's politicians refuse to use this practice. b. Unlike Jackson, today's politicians are not permitted to use this practice. c. Like Jackson, today's politicians use it sparingly and secretly. d. Unlike Jackson, modern presidents are not free to reward their supporters in this way. e. Unlike Jackson, today's politicians do not believe that a "chosen few" qualify for public duty.

Answer: D Difficulty: 2 – Moderate Question ID: TB_10_49_Jackson and the Politics of Democracy_Analyze_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Analyze It Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

50) How do economic crises today compare to the Panic of 1837? a. The Panic of 1837 was caused by Andrew Jackson's laissez-faire policies; today politicians regulate commerce more, avoiding panics and recessions. b. The Panic of 1837 was caused by international fluctuations; today panics and recessions are localized within regions and countries. c. Like the Panic of 1837, panics and recessions today are caused by international fluctuations natural to a capitalistic economy. d. Like the Panic of 1837, panics and recessions today are caused by tight governmental controls on commerce. e. Like the Panic of 1837, panics and recessions today are the primary cause of presidents losing reelection campaigns.

Answer: C 166 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_10_50_The Bank War and the Second-Party System_Analyze_LO 10.3 Topic: The Bank War and the Second-Party System Skill: Analyze It Objective: 10.3 What were the arguments for and against the Bank of the United States?

Essay Questions 51) How did American culture in the 1820s and 1830s reflect the democratic impulse of the period?

Difficulty: 3 – Difficult Question ID: TB_10_51_Democracy in Theory and Practice_Analyze_LO 10.1 Topic: Democracy in Theory and Practice Skill: Analyze It Objective: 10.1 How did the relationship between the government and the people change during this time?

52) How did the democratization of the political system affect the practice of politics? What factors limited political participation during this era?

Difficulty: 3 – Difficult Question ID: TB_10_52_Jackson and the Politics of Democracy_Analyze_LO 10.2 Topic: Jackson and the Politics of Democracy Skill: Analyze It Objective: 10.2 What political conflicts did President Andrew Jackson face and how did he resolve them?

53) How did the tumultuous political struggles of the Jacksonian era lead to the rise of a second two-party system? To what extent, if any, were Jackson's views consistent with those of the Antifederalists?

Difficulty: 3 – Difficult Question ID: TB_10_53_The Bank War and the Second-Party System_Analyze_LO 10.3 Topic: The Bank War and the Second-Party System / Heyday of the Second-Party System Skill: Analyze It Objective: 10.3 What were the arguments for and against the Bank of the United States?, 10.4 What was the two-party system, and how were the parties different?

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Brands, American Stories 3e Test Bank

Chapter 11: Slaves and Masters, 1793-1861 Multiple-Choice Questions 1) The leader of the 1831 slave uprising in Southampton County, Virginia, was __________. a. Denmark Vesey b. Hinton R. Helper c. George Fitzhugh d. Daniel Webster e. Nat Turner Answer: E Difficulty: 1 – Easy Question ID: TB_11_01_Introduction—Nat Turner's Rebellion—A Turning Point in the Slave South_Remember Topic: Introduction—Nat Turner's Rebellion—A Turning Point in the Slave South Skill: Remember the Facts Objective: N/A 2) The majority of slaves worked __________. a. in industry b. as skilled tradesmen c. as house servants d. as field workers e. in restaurants, hotels, and saloons Answer: D Difficulty: 1 – Easy Question ID: TB_11_02_The World of Southern Blacks_Remember_LO 11.1 Topic: The World of Southern Blacks Skill: Remember the Facts Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

3) What did the young children of plantation slaves do while their parents worked? a. They often accompanied their parents and were cared for by older children. b. They often went to segregated schools before they were old enough to work. c. They were often cared for at home by their mothers. d. They were often sent to nurseries where other slaves cared for them. e. They often played with the young children of the plantation owners.

Answer: A Difficulty: 1 – Easy Question ID: TB_11_03_The World of Southern Blacks_Remember_LO 11.1 Topic: The World of Southern Blacks Skill: Remember the Facts Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

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Brands, American Stories 3e Test Bank 4) In African American families in which husband and wife were often separated, who was typically considered the head of the family? a. the father b. the mother c. the oldest son d. the oldest daughter e. a grandparent Answer: B Difficulty: 1 – Easy Question ID: TB_11_04_The World of Southern Blacks_Remember_LO 11.1 Topic: The World of Southern Blacks Skill: Remember the Facts Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

5) Slaves usually named their children after __________, which illustrated the importance of __________ for African Americans. a. their masters; the master-slave relationship b. characters in folk tales; African culture c. family members and ancestors; kinship d. activists in the abolitionist movement; political involvement e. famous figures; history and pop culture Answer: C Difficulty: 1 – Easy Question ID: TB_11_05_The World of Southern Blacks_Remember_LO 11.1 Topic: The World of Southern Blacks Skill: Remember the Facts Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

6) The typical runaway slave was __________. a. a married man b. a young, unmarried man c. a married woman d. a young, unmarried woman e. a pregnant woman Answer: B Difficulty: 1 – Easy Question ID: TB_11_06_The World of Southern Blacks_Remember_LO 11.1 Topic: The World of Southern Blacks Skill: Remember the Facts Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

7) What was the Underground Railroad? a. a train line that many white southerners used when hunting for escaped slaves b. a formal, nonprofit organization that helped return fugitive slaves to their masters c. a formal, nonprofit organization that helped fugitive slaves escape to Mexico d. an informal network of people that helped return fugitive slaves to their masters e. an informal network of people that helped fugitive slaves make their way to the North 169 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: E Difficulty: 1 – Easy Question ID: TB_11_07_The World of Southern Blacks_Remember_LO 11.1 Topic: The World of Southern Blacks Skill: Remember the Facts Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

8) The typical way for most slaves to express discontent was __________. a. political protest b. open, armed rebellion c. passive resistance d. participation in conspiracies e. organizing boycotts Answer: C Difficulty: 1 – Easy Question ID: TB_11_08_The World of Southern Blacks_Remember_LO 11.1 Topic: The World of Southern Blacks Skill: Remember the Facts Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

9) If a former slave could not prove he or she had been legally freed, then he or she was likely to be __________. a. reenslaved b. deported c. arrested d. fined e. executed Answer: A Difficulty: 2 – Moderate Question ID: TB_11_09_The World of Southern Blacks_Remember_LO 11.1 Topic: The World of Southern Blacks Skill: Remember the Facts Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

10) At the time of the Civil War, __________. a. almost all southerners owned at least one slave b. most white southerners owned three or more slaves c. there were few slaves in the fields, but most white households had a house slave d. one-quarter of white southerners owned slaves e. one-half of white southerners owned slaves Answer: D Difficulty: 2 – Moderate Question ID: TB_11_10_White Society in the Antebellum South_Remember_LO 11.2 Topic: White Society in the Antebellum South Skill: Remember the Facts Objective: 11.2 What divided and united white southern society?

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Brands, American Stories 3e Test Bank 11) Planters who owned large plantation houses with at least 50 slaves made up __________ percent of the white population in the South in 1860. a. less than 1 b. more than 10 c. about 20 d. nearly 30 e. more than 50 Answer: A Difficulty: 2 – Moderate Question ID: TB_11_11_White Society in the Antebellum South_Remember_LO 11.2 Topic: White Society in the Antebellum South Skill: Remember the Facts Objective: 11.2 What divided and united white southern society?

12) Most southern whites __________. a. owned at least one slave b. were non-slaveholding yeoman farmers c. were poor people who sympathized with the slaves d. owned at least five slaves e. favored abolishing slavery Answer: B Difficulty: 2 – Moderate Question ID: TB_11_12_White Society in the Antebellum South_Remember_LO 11.2 Topic: White Society in the Antebellum South Skill: Remember the Facts Objective: 11.2 What divided and united white southern society?

13) Who was the typical small slaveholder? a. an urban merchant b. a wealthy landowner c. a small business owner d. a shopkeeper e. a farmer Answer: E Difficulty: 1 – Easy Question ID: TB_11_13_White Society in the Antebellum South_Remember_LO 11.2 Topic: White Society in the Antebellum South Skill: Remember the Facts Objective: 11.2 What divided and united white southern society?

14) The yeoman farmers of the South __________. a. were typically slaveowners b. did not own the land they worked c. were located primarily in the backcountry d. were clustered around the large plantations e. were quite different from their northern counterparts 171 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_11_14_White Society in the Antebellum South_Remember_LO 11.2 Topic: White Society in the Antebellum South Skill: Remember the Facts Objective: 11.2 What divided and united white southern society?

15) What was the primary source of income for most yeoman farmers? a. sugar b. rice c. whiskey d. livestock e. lumber Answer: D Difficulty: 1 – Easy Question ID: TB_11_15_White Society in the Antebellum South_Remember_LO 11.2 Topic: White Society in the Antebellum South Skill: Remember the Facts Objective: 11.2 What divided and united white southern society?

16) What was one goal of the American Colonization Society? a. to enact gradual voluntary emancipation for slaves b. to force an immediate end to slavery c. to relocate freed slaves to a new colony in South America d. to reunite former slaves with their families e. to bring slavery to every state in the union Answer: A Difficulty: 2 – Moderate Question ID: TB_11_16_White Society in the Antebellum South_Remember_LO 11.2 Topic: White Society in the Antebellum South Skill: Remember the Facts Objective: 11.2 What divided and united white southern society?

17) How did apologists describe the institution of slavery before the 1830s? a. as a benefit to the slaves themselves b. as a necessary evil c. as an inevitable institution d. as a neutral business arrangement e. as a sinful enterprise Answer: B Difficulty: 2 – Moderate Question ID: TB_11_17_White Society in the Antebellum South_Remember_LO 11.2 Topic: White Society in the Antebellum South Skill: Remember the Facts Objective: 11.2 What divided and united white southern society?

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Brands, American Stories 3e Test Bank 18) As southern opinion about the morality of slavery changed during the 1830s, people began to describe slavery as __________. a. a positive good b. a necessary evil c. an inevitable institution d. a neutral business arrangement e. a sinful enterprise Answer: A Difficulty: 2 – Moderate Question ID: TB_11_18_White Society in the Antebellum South_Remember_LO 11.2 Topic: White Society in the Antebellum South Skill: Remember the Facts Objective: 11.2 What divided and united white southern society?

19) At the time of the Civil War, there were approximately __________ slaves in the South. a. 200,000 b. 400,000 c. 1,000,000 d. 2,000,000 e. 4,000,000 Answer: E Difficulty: 1 – Easy Question ID: TB_11_19_White Society in the Antebellum South_Remember_LO 11.2 Topic: Slavery and the Southern Economy Skill: Remember the Facts Objective: 11.3 How was slavery related to economic success in the South?

20) The most profitable commodity bought and sold in the upper tier of southern states was __________. a. tobacco b. cotton c. human beings d. wheat e. corn Answer: C Difficulty: 2 – Moderate Question ID: TB_11_20_Slavery and the Southern Economy_Remember_LO 11.3 Topic: Slavery and the Southern Economy Skill: Remember the Facts Objective: 11.3 How was slavery related to economic success in the South?

21) The internal slave trade in the Unites States ran from the __________. a. West to the Upper South b. Upper South to the West c. Upper South to the Lower South d. Lower South to the Upper South e. Lower South to the West 173 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_11_21_Slavery and the Southern Economy_Remember_LO 11.3 Topic: Slavery and the Southern Economy Skill: Remember the Facts Objective: 11.3 How was slavery related to economic success in the South?

22) The institution of slavery became even more entrenched in the South because of the increasing importance of __________. a. rice b. indigo c. long-staple cotton d. short-staple cotton e. sugar cane Answer: D Difficulty: 2 – Moderate Question ID: TB_11_22_Slavery and the Southern Economy_Remember_LO 11.3 Topic: Slavery and the Southern Economy Skill: Remember the Facts Objective: 11.3 How was slavery related to economic success in the South?

23) The invention that permitted the great expansion of cotton cultivation was the __________. a. railroad b. cotton gin c. cotton reaper d. steel plow e. mechanical seed planter Answer: B Difficulty: 1 – Easy Question ID: TB_11_23_Slavery and the Southern Economy_Remember_LO 11.3 Topic: Slavery and the Southern Economy Skill: Remember the Facts Objective: 11.3 How was slavery related to economic success in the South?

24) During the nineteenth century, the center of cotton production __________. a. moved westward b. moved eastward c. moved northward d. remained in the southeast e. remained in the Upper South Answer: A Difficulty: 2 – Moderate Question ID: TB_11_24_Slavery and the Southern Economy_Remember_LO 11.3 Topic: Slavery and the Southern Economy Skill: Remember the Facts Objective: 11.3 How was slavery related to economic success in the South?

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Brands, American Stories 3e Test Bank 25) Who profited most from the union of slavery and cotton production? a. inventors and entrepreneurs b. small business owners c. non-slaveholders d. small slaveholders e. large plantation owners Answer: E Difficulty: 2 – Moderate Question ID: TB_11_25_Slavery and the Southern Economy_Remember_LO 11.3 Topic: Slavery and the Southern Economy Skill: Remember the Facts Objective: 11.3 How was slavery related to economic success in the South?

26) Which identifies an important effect of the violent slave rebellion of 1831? a. White southerners became more committed to quashing antislavery ideas. b. Many slaves were freed because their masters were afraid to remain in the system. c. Organized, violent rebellions began happening with more frequency. d. White southerners began to question the legitimacy of slavery. e. Many slaves were sold to the West Indies to decrease the population in the South.

Answer: A Difficulty: 2 – Moderate Question ID: TB_11_26_Introduction—Nat Turner's Rebellion—A Turning Point in the Slave South_Understand Topic: Introduction—Nat Turner's Rebellion—A Turning Point in the Slave South Skill: Understand the Connections Objective: N/A 27) Which statement best describes the "gang" labor that many slaves performed on large plantations? a. A group of white overseers pushed a small group of slaves to work around the clock. b. Large groups of slaves worked side by side with their masters. c. Large groups of slaves worked from sunrise to sunset under a white overseer. d. Slaves worked at their own pace with little supervision during an eight-hour day. e. Large groups of slaves worked together in factories.

Answer: C Difficulty: 2 – Moderate Question ID: TB_11_27_Introduction—Nat Turner's Rebellion—A Turning Point in the Slave South_Understand Topic: Introduction—Nat Turner's Rebellion—A Turning Point in the Slave South Skill: Understand the Connections Objective: N/A 28) Which statement best describes the "task" labor that many slaves performed on large plantations? a. A group of white overseers pushed a small group of slaves to work around the clock. b. Large groups of slaves worked side by side with their masters. c. Large groups of slaves worked from sunrise to sunset under a white overseer. d. Slaves worked at their own pace with little supervision during an eight-hour day. e. Large groups of slaves worked together to accomplish major projects.

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Brands, American Stories 3e Test Bank Answer: D Difficulty: 2 – Moderate Question ID: TB_11_28_The World of Southern Blacks_Understand_LO 11.1 Topic: The World of Southern Blacks Skill: Understand the Connections Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

29) What was an advantage to slaves living on large plantations with stable slave populations? a. Families stayed intact and the mother typically raised the children alone. b. Families stayed intact and the father typically raised the children alone. c. Families stayed intact and both parents typically shared in the child-rearing duties. d. Children were usually raised by distant family members, allowing a large social network to develop. e. Children usually began working as soon as they could walk, cutting down on behavior problems.

Answer: C Difficulty: 2 – Moderate Question ID: TB_11_29_The World of Southern Blacks_Understand_LO 11.1 Topic: The World of Southern Blacks Skill: Understand the Connections Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

30) During the Second Seminole War of 1835-1842, __________. a. most slaves rebelled against their masters b. many escaped slaves hiding in Florida fought with the Native Americans against U.S. soldiers c. slaves slaughtered Seminole Indians in large numbers d. many whites killed their slaves in fear of an alliance between slaves and Native Americans e. many escaped slaves hiding in Florida were found and returned to their owners Answer: B Difficulty: 2 – Moderate Question ID: TB_11_30_The World of Southern Blacks_Understand_LO 11.1 Topic: The World of Southern Blacks Skill: Understand the Connections Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

31) The Br'er Rabbit stories __________. a. showed how a fugitive slave could find safe haven in the underbrush b. were encoded messages used in the Underground Railroad c. were used to indoctrinate white children with the belief that slaves were no smarter than animals d. showed how a defenseless animal could overcome a stronger one through cunning and deceit, a metaphor for survival as a slave e. portrayed slaves as being happy and well-adjusted Answer: D Difficulty: 2 – Moderate Question ID: TB_11_31_The World of Southern Blacks_Understand_LO 11.1 Topic: The World of Southern Blacks Skill: Understand the Connections Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

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Brands, American Stories 3e Test Bank 32) Free blacks in the South were __________. a. unable to own or operate small businesses b. required to carry documentation of their free status at all times c. given the same rights as free blacks in the North d. allowed to hold meetings or form organizations as long as they had a white sponsor e. free to move from one county or state to another Answer: B Difficulty: 2 – Moderate Question ID: TB_11_32_The World of Southern Blacks_Understand_LO 11.1 Topic: The World of Southern Blacks Skill: Understand the Connections Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

33) The typical great planter of the pre-Civil War South was __________. a. most likely a self-made man b. looked down on by most southern whites c. well-educated and highly intellectual d. born to wealth and position e. born into a planter family Answer: A Difficulty: 2 – Moderate Question ID: TB_11_33_White Society in the Antebellum South_Understand_LO 11.2 Topic: White Society in the Antebellum South Skill: Understand the Connections Objective: 11.2 What divided and united white southern society?

34) In which way did the richest plantation families resemble a traditional landed aristocracy? a. Planters operated under the principles of noblesse oblige. b. Planters collected taxes from the peasants who worked their land. c. Planters' sons chose military or law careers rather than going into trade. d. Planters' daughters were often betrothed during their childhood years. e. Planter families often intermarried with the people who worked the land.

Answer: C Difficulty: 2 – Moderate Question ID: TB_11_34_White Society in the Antebellum South_Understand_LO 11.2 Topic: White Society in the Antebellum South Skill: Understand the Connections Objective: 11.2 What divided and united white southern society?

35) Most southern planters considered their slaves to be __________. a. hard-working and industrious b. children who required constant supervision c. skilled and motivated d. dangerous malcontents e. mere property 177 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: B Difficulty: 2 – Moderate Question ID: TB_11_35_White Society in the Antebellum South_Understand_LO 11.2 Topic: White Society in the Antebellum South Skill: Understand the Connections Objective: 11.2 What divided and united white southern society?

36) Which statement best identifies the belief that Christian slaveholders used to justify the enslavement of other human beings? a. The prosperity of many is necessitated by the suffering of a few. b. Suffering in slavery helps African Americans earn a place in Heaven. c. People of African descent are demons and therefore should be enslaved. d. People of African descent are mentally and morally inferior. e. Being enslaved will help convert African Americans to Christianity.

Answer: D Difficulty: 2 – Moderate Question ID: TB_11_36_White Society in the Antebellum South_Understand_LO 11.2 Topic: White Society in the Antebellum South Skill: Understand the Connections Objective: 11.2 What divided and united white southern society?

37) Which practice provides the best evidence against the idea of benevolent planters who looked after the welfare of their slaves? a. The masters of large plantations did not have relationships with most of their slaves. b. Some planters subjected misbehaving slaves to physical punishment. c. Planters often broke up families and sold family members to distant plantations. d. Planters relied on fear as the foundation of their authority over their slaves. e. Slaves were often expected to adopt an attitude of fondness toward their masters.

Answer: C Difficulty: 2 – Moderate Question ID: TB_11_37_White Society in the Antebellum South_Understand_LO 11.2 Topic: White Society in the Antebellum South Skill: Understand the Connections Objective: 11.2 What divided and united white southern society?

38) Why did most slaves typically prefer living and working on a plantation rather than a small farm? a. Plantation owners often worked alongside their slaves. b. There was a greater sense of community and better living conditions on plantations. c. Slaves often enjoyed a sense of camaraderie with plantation owners. d. Rich planters usually avoided breaking up families on their plantations. e. Working hours were always shorter on plantations than on small farms.

Answer: B Difficulty: 2 – Moderate Question ID: TB_11_38_White Society in the Antebellum South_Understand_LO 11.2 Topic: White Society in the Antebellum South Skill: Understand the Connections Objective: 11.2 What divided and united white southern society?

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Brands, American Stories 3e Test Bank 39) The prosperity of the southern yeoman was limited by the lack of __________. a. cash crops b. land c. transportation facilities d. educational facilities e. focus on building large enterprises Answer: C Difficulty: 2 – Moderate Question ID: TB_11_39_White Society in the Antebellum South_Understand_LO 11.2 Topic: White Society in the Antebellum South Skill: Understand the Connections Objective: 11.2 What divided and united white southern society?

40) What was a major contradiction in the attitudes of southern yeoman farmers? a. They were staunch supporters of abolitionism even though they owned slaves. b. They listened sympathetically to abolitionist ideas but remained neutral. c. They paid little attention to the slave system even though it supported them. d. They were staunch supporters of slavery even though they rarely owned slaves. e. They were staunch opponents of slavery because slaves limited their own economic opportunities.

Answer: D Difficulty: 2 – Moderate Question ID: TB_11_40_White Society in the Antebellum South_Understand_LO 11.2 Topic: White Society in the Antebellum South Skill: Understand the Connections Objective: 11.2 What divided and united white southern society?

41) Hinton R. Helper tried to convince southern yeoman farmers that __________. a. slavery actually reduced their standard of living b. slavery increased their standard of living c. they could someday be slaveowners themselves d. they should fight to maintain the institution of slavery e. they should free their slaves Answer: A Difficulty: 2 – Moderate Question ID: TB_11_41_White Society in the Antebellum South_Understand_LO 11.2 Topic: White Society in the Antebellum South Skill: Understand the Connections Objective: 11.2 What divided and united white southern society?

42) Non-slaveholders in the South followed the leadership of slaveowners because they __________. a. were dependent on the institution of slavery for their livelihoods b. thought slavery was best for the slaves themselves c. wanted to become slaveowners themselves d. were not eligible to participate in the political process e. feared slaveowners would requisition their land 179 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_11_42_White Society in the Antebellum South_Understand_LO 11.2 Topic: White Society in the Antebellum South Skill: Understand the Connections Objective: 11.2 What divided and united white southern society?

43) Southern proslavery arguments included the belief that __________. a. slavery was wrong, but necessary for the Southern economy b. the Bible sanctioned slavery c. slavery was mandated by the U.S. Constitution d. sending slaves back to Africa would be too expensive e. the social class structure of the South would collapse without slavery Answer: B Difficulty: 2 – Moderate Question ID: TB_11_43_White Society in the Antebellum South_Understand_LO 11.2 Topic: White Society in the Antebellum South Skill: Understand the Connections Objective: 11.2 What divided and united white southern society?

44) Southern apologists claimed the master-slave relationship was more humane than employer-worker relationships because it __________. a. offered more opportunities for job training b. was actually a freer relationship c. emphasized cultural identities in a segregated environment d. afforded greater long-term security e. included women in the workforce Answer: D Difficulty: 2 – Moderate Question ID: TB_11_44_White Society in the Antebellum South_Understand_LO 11.2 Topic: White Society in the Antebellum South Skill: Understand the Connections Objective: 11.2 What divided and united white southern society?

45) When tobacco prices sagged after 1820, __________. a. farmers in the Upper South switched over to cotton and rice production b. farmers in the Upper South found effective ways to reverse soil depletion c. large numbers of surplus slaves were sold from the Upper South to the Lower South d. planters in Virginia and Maryland turned openly to slave breeding as a business e. Virginia and Maryland began exporting slaves to the Caribbean Islands Answer: C Difficulty: 2 – Moderate Question ID: TB_11_45_Slavery and the Southern Economy_Understand_LO 11.3 Topic: Slavery and the Southern Economy Skill: Understand the Connections Objective: 11.3 How was slavery related to economic success in the South?

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Brands, American Stories 3e Test Bank 46) Regarding cotton agriculture in the pre-Civil War era, __________. a. many planters sought to cultivate an alternative to cotton b. cotton was the most famous crop in the South, but it was not the most profitable c. cotton was a sure investment because cotton prices rarely fluctuated d. many planters worked their land until it was exhausted e. large plantation owners stopped growing cotton and turned to tobacco Answer: D Difficulty: 2 – Moderate Question ID: TB_11_46_Slavery and the Southern Economy_Understand_LO 11.3 Topic: Slavery and the Southern Economy Skill: Understand the Connections Objective: 11.3 How was slavery related to economic success in the South?

47) The cotton economy of the lower South __________. a. benefited the lower classes and the upper classes equally b. did not create uniform prosperity throughout the region c. was free from general market fluctuations d. led to greater southern self-sufficiency e. encouraged industry and innovation Answer: B Difficulty: 2 – Moderate Question ID: TB_11_47_Slavery and the Southern Economy_Understand_LO 11.3 Topic: Slavery and the Southern Economy Skill: Understand the Connections Objective: 11.3 How was slavery related to economic success in the South?

48) White southerners in the 1830s began portraying free blacks as savages because they were trying to __________. a. convince themselves that slavery was morally justifiable b. drum up support for a race war c. drum up funds for militias to defend against slave uprisings d. put social pressure on free blacks to leave the South e. put social pressure on all blacks, both slave and free, to leave the South Answer: A Difficulty: 2 – Moderate Question ID: TB_11_48_The World of Southern Blacks_Analyze_LO 11.1 Topic: The World of Southern Blacks Skill: Analyze It Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

49) Why did many yeoman farmers feel resentment toward rich planters, yet still support the institution of slavery? a. These farmers feared that the government would give freed slaves their land if slavery were abolished. b. Many poor white farmers also worked as overseers on large plantations. c. Many rich planters gave poor white farmers slaves as gifts to maintain their good will. d. Having slavery gave poor white farmers a feeling of social superiority over blacks. e. Many poor white farmers secretly hoped to claim plantation land after slave rebellions.

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Brands, American Stories 3e Test Bank Answer: D Difficulty: 2 – Moderate Question ID: TB_11_49_White Society in the Antebellum South_Analyze_LO 11.2 Topic: White Society in the Antebellum South Skill: Analyze It Objective: 11.2 What divided and united white southern society?

50) Which statement best describes a major disadvantage to the extensive cotton production that took place in the Deep South? a. The South lacked the infrastructure to transport all the cotton it produced, so planters were frequently forced to burn their crops. b. Such a large percentage of arable land was devoted to cotton that there were frequent food shortages in the South. c. The focus on a single industry that was profitable only to a small minority prevented industrial and commercial growth. d. The excessive profits of the industry led to unchecked price inflation in southern urban centers. e. The profits of the industry were available to everyone, so the South underwent social upheaval and class conflict.

Answer: C Difficulty: 3 – Difficult Question ID: TB_11_50_Slavery and the Southern Economy_Analyze_LO 11.3 Topic: Slavery and the Southern Economy Skill: Analyze It Objective: 11.3 How was slavery related to economic success in the South?

Essay Questions 51) What factors account for the development of community among slaves? What factors could make the development of community more difficult?

Difficulty: 3 – Difficult Question ID: TB_11_51_The World of Southern Blacks_Analyze_LO 11.1 Topic: The World of Southern Blacks Skill: Analyze It Objective: 11.1 What factors made living conditions for southern blacks more or less difficult?

52) How did slavery define the structure of white southern society? How did it both divide and unite southerners?

Difficulty: 3 – Difficult Question ID: TB_11_52_White Society in the Antebellum South_Analyze_LO 11.2 Topic: White Society in the Antebellum South Skill: Analyze It Objective: 11.2 What divided and united white southern society?

53) In terms of the southern economy at large, analyze both the advantages and the drawbacks of cotton production and slave labor.

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_11_53_Slavery and the Southern Economy_Analyze_LO 11.3 Topic: Slavery and the Southern Economy Skill: Analyze It Objective: 11.3 How was slavery related to economic success in the South?

183 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank

Chapter 12: The Pursuit of Perfection, 1800-1861 Multiple-Choice Questions 1) In the early nineteenth century, American Protestant denominations strengthened religious values and increased church membership through __________. a. orthodoxy b. secularism c. revivalism d. spiritualism e. "spreading the Gospel" Answer: C Difficulty: 1 – Easy Question ID: TB_12_01_The Rise of Evangelicalism_Remember_LO 12.1 Topic: The Rise of Evangelicalism Skill: Remember the Facts Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

2) What was the Second Great Awakening? a. a wave of religious revivals b. a political movement to abolish slavery c. an early women's rights movement d. a reform movement to educate more American children e. a creative movement that revolutionized American art Answer: A Difficulty: 1 – Easy Question ID: TB_12_02_The Rise of Evangelicalism_Remember_LO 12.1 Topic: The Rise of Evangelicalism Skill: Remember the Facts Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

3) Which group's belief that the Deity was the benevolent architect of a rational universe particularly disturbed Reverend Timothy Dwight? a. Presbyterians b. Congregationalists c. Unitarians d. Methodists e. Mormons Answer: C

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_12_03_The Rise of Evangelicalism_Remember_LO 12.1 Topic: The Rise of Evangelicalism Skill: Remember the Facts Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

4) The first great practitioner of evangelical Calvinism was __________. a. Samuel John Mills b. Lyman Beecher c. Nathaniel Taylor d. Horace Mann e. Charles G. Finney Answer: B Difficulty: 1 – Easy Question ID: TB_12_04_The Rise of Evangelicalism_Remember_LO 12.1 Topic: The Rise of Evangelicalism Skill: Remember the Facts Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

5) The idea that people could conduct their lives completely free of sin is called __________. a. perfectionism b. abolitionism c. temperance d. acceptance e. purification Answer: A Difficulty: 1 – Easy Question ID: TB_12_05_The Rise of Evangelicalism_Remember_LO 12.1 Topic: The Rise of Evangelicalism Skill: Remember the Facts Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

6) Lyman Beecher was most closely associated with which one of the following reform movements? a. abolition b. mental asylum reform c. prison reform d. public school reform e. temperance Answer: E

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_12_06_The Rise of Evangelicalism_Remember_LO 12.1 Topic: The Rise of Evangelicalism Skill: Remember the Facts Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

7) What was the Washingtonian Society? a. an evangelical group that focused on converting the working classes to Christianity b. a group of Christian women who traveled the country preaching the evils of alcoholism c. a political faction that used the Constitution as a basis for their antislavery movement d. a temperance group whose members discussed their struggles with alcoholism e. a secret society that prompted many of the social and religious reforms during the 1800s Answer: D Difficulty: 1 – Easy Question ID: TB_12_07_The Rise of Evangelicalism_Remember_LO 12.1 Topic: The Rise of Evangelicalism Skill: Remember the Facts Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

8) The term "benevolent empire" referred to __________. a. a United States without slavery b. the English-speaking Christian colonies c. a group of Christian churches that focused on helping the poor d. a group of missionary and reform societies that worked together e. the Kingdom of Heaven Answer: D Difficulty: 1 – Easy Question ID: TB_12_08_The Rise of Evangelicalism_Remember_LO 12.1 Topic: The Rise of Evangelicalism Skill: Remember the Facts Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

9) The "proper" sphere for middle-class white women in the nineteenth century was __________. a. helping with her husband's small business b. being involved in the arts and literature c. keeping house and raising a family d. working at tasks that did not need physical strength e. working outside the home Answer: C Difficulty: 1 – Easy Question ID: TB_12_09_Domesticity and Changes in the American Family_Remember_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Remember the Facts Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

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Brands, American Stories 3e Test Bank 10) The Cult of Domesticity primarily affected the lives of __________. a. relatively affluent women b. middle-class men c. working-class women d. African American women e. recent immigrants Answer: A Difficulty: 1 – Easy Question ID: TB_12_10_Domesticity and Changes in the American Family_Remember_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Remember the Facts Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

11) The feminine subculture for many middle-class women during this era focused on __________. a. establishing that women are morally superior to men b. establishing a sense of solidarity with other women c. gaining political equality with men d. gaining economic equality with men e. competition with other women to be most virtuous Answer: B Difficulty: 2 – Moderate Question ID: TB_12_11_Domesticity and Changes in the American Family_Remember_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Remember the Facts Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

12) What was considered the main function of the family unit in the nineteenth century? a. to establish a good name for the family b. to maintain the family's reputation c. to contribute to the economy d. to defend family members against outsiders e. to raise children Answer: E Difficulty: 1 – Easy Question ID: TB_12_12_Domesticity and Changes in the American Family_Remember_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Remember the Facts Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

13) Nineteenth-century parents began using __________ to enforce good behavior among their children. a. fear b. praise c. bribery d. guilt e. humor 187 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: D Difficulty: 1 – Easy Question ID: TB_12_13_Domesticity and Changes in the American Family_Remember_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Remember the Facts Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

14) The most important function of the school in 1850 was seen as __________. a. intellectual training b. vocational training c. moral indoctrination d. child care e. physical conditioning Answer: C Difficulty: 1 – Easy Question ID: TB_12_14_Domesticity and Changes in the American Family_Remember_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Remember the Facts Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

15) The most influential spokesman for the common school movement was __________. a. John Harward b. Lyman Beecher c. Henry James d. Horace Mann e. Terrance Knox Answer: D Difficulty: 1 – Easy Question ID: TB_12_15_Domesticity and Changes in the American Family_Remember_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Remember the Facts Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

16) In addition to reading, writing, and arithmetic, mid-nineteenth-century public schools taught __________. a. abolitionist ideals b. the Protestant ethic c. Catholicism d. the evils of industrialization e. the merits of science over religion Answer: B Difficulty: 2 – Moderate Question ID: TB_12_16_Domesticity and Changes in the American Family_Remember_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Remember the Facts Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

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Brands, American Stories 3e Test Bank 17) Which U.S. president received less than two years of formal education and sharpened his intellect through participation in debating societies and lyceums? a. James K. Polk b. John Quincy Adams c. Abraham Lincoln d. James Garfield e. Franklin Pierce Answer: C Difficulty: 1 – Easy Question ID: TB_12_17_Domesticity and Changes in the American Family_Remember_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Remember the Facts Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

18) The radical abolitionist and cofounder of the American Anti-Slavery Society was __________. a. William Lloyd Garrison b. Theodore Weld c. Sojourner Truth d. Harriet Beecher Stowe e. Harriet Tubman Answer: A Difficulty: 1 – Easy Question ID: TB_12_18_Reform Turns Radical_Remember_LO 12.3 Topic: Reform Turns Radical Skill: Remember the Facts Objective: 12.3 What were some of the major antebellum reform movements?

19) The chief example of the tie between revivalism and abolitionism was the career of __________. a. Lewis Tappan b. Theodore Weld c. Charles G. Finney d. Elizabeth Cady Stanton e. Harriet Tubman Answer: B Difficulty: 2 – Moderate Question ID: TB_12_19_Reform Turns Radical_Remember_LO 12.3 Topic: Reform Turns Radical Skill: Remember the Facts Objective: 12.3 What were some of the major antebellum reform movements?

20) Abolitionism received its greatest support in the __________. a. border states b. small to medium-sized towns of the upper North c. large cities d. frontier territories e. northern state legislatures 189 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: B Difficulty: 2 – Moderate Question ID: TB_12_20_Reform Turns Radical_Remember_LO 12.3 Topic: Reform Turns Radical Skill: Remember the Facts Objective: 12.3 What were some of the major antebellum reform movements?

21) William Lloyd Garrison's stand on __________ led to an open break in the abolitionist movement in the 1840s. a. interracial marriage b. African American rights c. religion d. temperance e. women's rights Answer: E Difficulty: 2 – Moderate Question ID: TB_12_21_Reform Turns Radical_Remember_LO 12.3 Topic: Reform Turns Radical Skill: Remember the Facts Objective: 12.3 What were some of the major antebellum reform movements?

22) Frederick Douglass was __________. a. the author of the very influential An Appeal to the Colored Citizens of the World b. the founder of the black newspaper Liberator c. a fugitive who was rescued in Boston as he was being returned to slavery in 1851 d. a fiery orator who described slavery to northern audiences e. a conductor on the Underground Railroad Answer: D Difficulty: 2 – Moderate Question ID: TB_12_22_Reform Turns Radical_Remember_LO 12.3 Topic: Reform Turns Radical Skill: Remember the Facts Objective: 12.3 What were some of the major antebellum reform movements?

23) Which group was most active in the Underground Railroad? a. sympathetic plantation owners in the South b. freed slaves in the Southwest c. free blacks in the North d. affluent whites in the North e. working-class whites Answer: C Difficulty: 2 – Moderate Question ID: TB_12_23_Reform Turns Radical_Remember_LO 12.3 Topic: Reform Turns Radical Skill: Remember the Facts Objective: 12.3 What were some of the major antebellum reform movements?

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Brands, American Stories 3e Test Bank 24) __________ became one of the most significant leaders of the women's rights movement. a. Elizabeth Cady Stanton b. Jane Addams c. Dorothea Dix d. Harriet Beecher Stowe e. Louisa May Alcott Answer: A Difficulty: 2 – Moderate Question ID: TB_12_24_Reform Turns Radical_Remember_LO 12.3 Topic: Reform Turns Radical Skill: Remember the Facts Objective: 12.3 What were some of the major antebellum reform movements?

25) In 1848, at Seneca Falls, New York, __________. a. a major religious revival occurred b. the first national gathering of feminists took place c. eleven people were killed in an anti-Mormon riot d. the radical antislavery movement began e. representatives of the Five Civilized Tribes finally ceded the Ohio Valley to the United States Answer: B Difficulty: 1 – Easy Question ID: TB_12_25_Reform Turns Radical_Remember_LO 12.3 Topic: Reform Turns Radical Skill: Remember the Facts Objective: 12.3 What were some of the major antebellum reform movements?

26) Unlike the North, revivalism in southern states did not __________. a. seek to improve the morals of society b. push for social reform c. encourage temperance d. discourage dueling e. have an impact on religious life Answer: B Difficulty: 2 – Moderate Question ID: TB_12_26_The Rise of Evangelicalism_Understand_LO 12.1 Topic: The Rise of Evangelicalism Skill: Understand the Connections Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

27) The reform movement in New England began as a(n) __________. a. effort to defend Calvinism against Enlightenment ideas b. attempt to maintain the status quo in religion c. result of the actions of social radicals in religion d. outgrowth of deism e. rejection of Catholicism 191 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 2 – Moderate Question ID: TB_12_27_The Rise of Evangelicalism_Understand_LO 12.1 Topic: The Rise of Evangelicalism Skill: Understand the Connections Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

28) How did radical revivalist Charles G. Finney violate Christian tradition? a. He allowed women to join his church. b. He allowed women to pray aloud in church. c. He relied on rational, scientific arguments to win converts. d. His sermons were dry, rational, and unemotional. e. He did not believe in a mysterious, all-powerful God. Answer: B Difficulty: 2 – Moderate Question ID: TB_12_28_The Rise of Evangelicalism_Understand_LO 12.1 Topic: The Rise of Evangelicalism Skill: Understand the Connections Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

29) As a result of revivalism, northern evangelicals __________. a. became involved in the abolitionist movement b. were most successful in the reform movements of the South c. most successfully drew converts from the lower classes of society d. fiercely opposed the Indian removal policy e. moved to make their message more secular Answer: A Difficulty: 2 – Moderate Question ID: TB_12_29_The Rise of Evangelicalism_Understand_LO 12.1 Topic: The Rise of Evangelicalism Skill: Understand the Connections Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

30) The temperance movement __________. a. was created to help unmarried women survive in the workforce b. led to a rise in organized crime due to criminalization of alcohol consumption c. was the least successful reform movement of the era d. was created to address alcohol consumption rates that were slightly less than modern rates e. addressed a very real social problem of the time Answer: E

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_12_30_The Rise of Evangelicalism_Understand_LO 12.1 Topic: The Rise of Evangelicalism Skill: Understand the Connections Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

31) Temperance reformers opposed consumption of alcohol because of the belief that __________. a. water was a safer beverage b. alcohol was a threat to the family unit c. drinking was mainly a female vice d. consumption decreased business profits e. alcohol production reduced the availability of grain for food consumption Answer: B Difficulty: 1 – Easy Question ID: TB_12_31_The Rise of Evangelicalism_Understand_LO 12.1 Topic: The Rise of Evangelicalism Skill: Understand the Connections Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

32) As a result of the temperance campaign of the 1830s, __________. a. the campaign to stop the public from drinking alcohol expanded to include beer and wine b. large numbers of confirmed drunkards were cured c. temperance became a mark of respectability d. per capita consumption of hard liquor declined by more than 80 percent e. the drinking habits of lower-class American males were significantly altered Answer: C Difficulty: 2 – Moderate Question ID: TB_12_32_The Rise of Evangelicalism_Understand_LO 12.1 Topic: The Rise of Evangelicalism Skill: Understand the Connections Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

33) The sociological basis for the Cult of Domesticity was __________. a. the growing urban population of the nation b. the accepted use of child labor c. a growing division of labor between men and women d. the increasing acceptance of careers for women e. the staggering number of women dying during childbirth Answer: C Difficulty: 2 – Moderate Question ID: TB_12_33_Domesticity and Changes in the American Family_Understand_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Understand the Connections Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

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Brands, American Stories 3e Test Bank 34) The Cult of Domesticity __________. a. spread the message that women had no value in society b. saw women as guardians of virtue within the family c. idealized women who left their families for religious missions d. taught that women should help the economic stability of their families e. focused on the role of men in the family unit Answer: B Difficulty: 2 – Moderate Question ID: TB_12_34_Domesticity and Changes in the American Family_Understand_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Understand the Connections Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

35) Why did Catharine Beecher argue that women should be schoolteachers? a. Women were best suited to instill virtues in young male children. b. Women had a stronger moral sense than men. c. Women were more intelligent than men. d. Women were not qualified to work in any other occupation. e. Women had better language and explication skills than men.

Answer: A Difficulty: 2 – Moderate Question ID: TB_12_35_Domesticity and Changes in the American Family_Understand_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Understand the Connections Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

36) What was a major change in middle-class family life during the nineteenth century? a. Relationships between parents and children became more formal. b. The Cult of Domesticity lost ground. c. Families became more child-centered. d. More and more women were forced to work outside the home. e. The use of corporal punishment increased.

Answer: C Difficulty: 1 – Easy Question ID: TB_12_36_Domesticity and Changes in the American Family_Understand_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Understand the Connections Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

37) As a result of changes in the middle-class family, nineteenth-century children __________. a. left home sooner b. became more available for labor c. received more physical punishment than earlier generations d. increasingly became viewed as individuals e. were often offered up for adoption 194 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: D Difficulty: 2 – Moderate Question ID: TB_12_37_Domesticity and Changes in the American Family_Understand_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Understand the Connections Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

38) Why did society begin to focus on childhood in the nineteenth century? a. Children were becoming a larger part of the national economy. b. Urban couples saw large families as an economic asset. c. Religious revivalism made birth control and abortions impossible. d. Families were getting larger and individual children received more attention. e. Families got smaller and individual children became more highly valued.

Answer: D Difficulty: 2 – Moderate Question ID: TB_12_38_Domesticity and Changes in the American Family_Understand_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Understand the Connections Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

39) Educational reformers sometimes thought of the local school as a substitute for the family because they were worried that __________. a. poor and immigrant families would not properly nurture their children b. parents in poor and immigrant families often ended up getting divorced c. many families would resist the new child-centered model of family life they endorsed for religious reasons d. parents in wealthy families often ended up getting divorced e. parents in poor and immigrant families often ended up abandoning their children Answer: A Difficulty: 2 – Moderate Question ID: TB_12_39_Domesticity and Changes in the American Family_Understand_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Understand the Connections Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

40) In practice, working-class families viewed the new public schools __________. a. as depriving them of needed wage earners b. as essential to the improvement of their economic situation c. with indifference d. as an indication of the helpful concern of the upper classes e. as a welcomed learning opportunity for themselves and their children Answer: A Difficulty: 2 – Moderate Question ID: TB_12_40_Domesticity and Changes in the American Family_Understand_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Understand the Connections Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

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Brands, American Stories 3e Test Bank 41) The African colonization movement __________. a. saw African countries refusing to participate in the program b. advocated immediate emancipation of slaves c. was opposed by African Americans in the North d. was hampered by government intervention e. successfully emancipated and relocated most slaves before the Civil War Answer: C Difficulty: 2 – Moderate Question ID: TB_12_41_Reform Turns Radical_Understand_LO 12.3 Topic: Reform Turns Radical Skill: Understand the Connections Objective: 12.3 What were some of the major antebellum reform movements?

42) Which of the following movements had the greatest influence on the development of the abolitionist movement? a. Cult of Domesticity b. extension of public education c. women's rights d. temperance e. Second Great Awakening Answer: E Difficulty: 2 – Moderate Question ID: TB_12_42_Reform Turns Radical_Understand_LO 12.3 Topic: Reform Turns Radical Skill: Understand the Connections Objective: 12.3 What were some of the major antebellum reform movements?

43) Which of the following statements identifies the typical attitude toward the abolitionist movement of working-class urban whites? a. They supported abolitionism because they thought the institution of slavery was morally wrong. b. They supported abolitionism because they thought it would lead to more economic opportunities. c. They resisted abolitionism because they sincerely believed that African Americans were happier in slavery than they would be as free people. d. They resisted abolitionism because they worried about the collapse of the cotton industry. e. They resisted abolitionism because they did not want to compete socially and economically with African Americans.

Answer: E Difficulty: 2 – Moderate Question ID: TB_12_43_Reform Turns Radical_Understand_LO 12.3 Topic: Reform Turns Radical Skill: Understand the Connections Objective: 12.3 What were some of the major antebellum reform movements?

44) Why were relations between black and white abolitionists often tense? a. Black abolitionists thought that white abolitionists were too radical. b. White abolitionists thought that black abolitionists were too radical.

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Brands, American Stories 3e Test Bank c. White abolitionists protested that they did not have a fair share of influence and leadership positions in the movement. d. Black abolitionists protested that they did not have a fair share of influence and leadership positions in the movement. e. White abolitionists did not want to end slavery immediately, whereas black abolitionists did.

Answer: D Difficulty: 2 – Moderate Question ID: TB_12_44_Reform Turns Radical_Understand_LO 12.3 Topic: Reform Turns Radical Skill: Understand the Connections Objective: 12.3 What were some of the major antebellum reform movements?

45) Abolitionism served as a catalyst for the __________ movement. a. temperance b. women's rights c. utopian socialist d. transcendentalist e. prison reform Answer: B Difficulty: 1 – Easy Question ID: TB_12_45_Reform Turns Radical_Understand_LO 12.3 Topic: Reform Turns Radical Skill: Understand the Connections Objective: 12.3 What were some of the major antebellum reform movements?

46) What was a major goal of the early women's rights activists? a. to free unmarried women from laws that did not allow them to work outside the home b. to free married women from laws that gave their husbands control of their property and children c. to enact laws that would require men to participate equally in household duties such as child-rearing d. to convince more women to run for public office e. to give African American women the same legal rights as other women Answer: B Difficulty: 2 – Moderate Question ID: TB_12_46_Reform Turns Radical_Understand_LO 12.3 Topic: Reform Turns Radical Skill: Understand the Connections Objective: 12.3 What were some of the major antebellum reform movements?

47) Which of the following individuals is matched with his or her reform movement? a. Lyman Beecher : temperance b. Horace Mann : abolition c. William Lloyd Garrison : public schools d. Lucretia Mott : prostitution e. Catharine E. Beecher: women's rights Answer: A 197 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_12_47_The Rise of Evangelicalism_Understand_LO 12.1 Topic: The Rise of Evangelicalism / Domesticity and Changes in the American Family / Reform Turns Radical Skill: Understand the Connections Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?, 12.2 What was the doctrine of “separate spheres,” and how did it change family life?, 12.3 What were some of the major antebellum reform movements?

48) Which statement best characterizes how evangelical culture changed the role of women in American society? a. Women began to expect their husbands to contribute more to household chores and the duties of raising children. b. Women became a less important figure to the home and family. c. Women became more confined to the home but became more important inside it. d. Women were expected to make a larger economic contribution to society than ever before. e. Women were given more rights and leadership positions within religious and political organizations.

Answer: C Difficulty: 2 – Moderate Question ID: TB_12_48_Domesticity and Changes in the American Family_Analyze_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Analyze It Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

49) Why has the nineteenth century been identified as “the century of the child”? a. Parents began having more children, and larger families required more attention. b. Parents had a new concern for children, and families became child-centered. c. Medical advances made it possible for more children to survive to adulthood. d. Children became a more important part of the labor force. e. For the first time ever, children began to spend money in the economy.

Answer: B Difficulty: 2 – Moderate Question ID: TB_12_49_Domesticity and Changes in the American Family_Analyze_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Analyze It Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

50) In what way do historians consider the abolitionist movement of the 1830s and 1840s a success? a. It brought the issue of slavery into the public consciousness. b. It convinced most people that slavery should be abolished immediately. c. It peacefully converted many slaveholders to abolition. d. It led to a marked decrease in racism among northern urban whites. e. It orchestrated the emancipation of thousands of slaves.

Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_12_50_Reform Turns Radical_Analyze_LO 12.3 Topic: Reform Turns Radical Skill: Analyze It Objective: 12.3 What were some of the major antebellum reform movements?

Essay Questions 51) How did the American social reform movement evolve out of the Second Great Awakening?

Difficulty: 3 – Difficult Question ID: TB_12_51_The Rise of Evangelicalism_Analyze_LO 12.1 Topic: The Rise of Evangelicalism Skill: Analyze It Objective: 12.1 How did the evangelical revivalism of the early nineteenth century spur reform movements?

52) How did the social reform movement of the early nineteenth century affect women, children, and the family?

Difficulty: 3 – Difficult Question ID: TB_12_52_Domesticity and Changes in the American Family_Analyze_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Analyze It Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

53) What were the major goals of the expanded and improved public education system of the 1830s and 1840s? How did these goals reflect the influence of the Second Great Awakening?

Difficulty: 3 – Difficult Question ID: TB_12_53_Domesticity and Changes in the American Family_Analyze_LO 12.2 Topic: Domesticity and Changes in the American Family Skill: Analyze It Objective: 12.2 What was the doctrine of “separate spheres,” and how did it change family life?

54) As American reformers in the early nineteenth century struggled with the issue of slavery, what different approaches did they take in dealing with it? How did the rise of the "new perfectionism" affect the antislavery movement?

Difficulty: 3 – Difficult Question ID: TB_12_54_Reform Turns Radical_Analyze_LO 12.3 Topic: Reform Turns Radical Skill: Analyze It Objective: 12.3 What were some of the major antebellum reform movements?

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Brands, American Stories 3e Test Bank Chapter 13: An Age of Expansionism, 1830-1861 Multiple-Choice Questions 1) What was a significant characteristic of the Young America movement? a. a restrictive foreign policy b. territorial development over expansion c. narrowing and consolidation of the economy d. technological progress e. appraisal of American values Answer: D Difficulty: 1 – Easy Question ID: TB_13_01_Introduction—The Spirit of Young America_Remember Topic: Introduction—The Spirit of Young America Skill: Remember the Facts Objective: N/A 2) Which novel was influenced by the ideals of Young America? a. The Scarlet Letter b. Moby Dick c. Uncle Tom's Cabin d. Pride and Prejudice e. Jane Eyre Answer: B Difficulty: 1 – Easy Question ID: TB_13_02_Introduction—The Spirit of Young America_Remember Topic: Introduction—The Spirit of Young America Skill: Remember the Facts Objective: N/A 3) After the Mexican–American War, the Young America movement focused mainly on __________. a. economic growth and industrialization b. adding Canada and Alaska to the United States c. the abolition of slavery d. making the United States a world power e. spreading the gospel to foreign lands Answer: A Difficulty: 1 – Easy Question ID: TB_13_03_Introduction—The Spirit of Young America_Remember Topic: Introduction—The Spirit of Young America Skill: Remember the Facts Objective: N/A 4) What did the idea of Manifest Destiny encourage? a. converting recent immigrants to Protestantism b. the establishment of the factory system c. the inclusion of women in the workforce 200 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. territorial expansion e. the abolition of slavery Answer: D Difficulty: 1 – Easy Question ID: TB_13_04_Texas, Manifest Destiny, and the Mexican–American War_Remember_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Remember the Facts Objective: 13.1 Why did the United States annex Texas and the Southwest?

5) Mexican territory in North America in 1821 included __________. a. Wyoming b. Oregon c. Idaho d. Oklahoma e. Nevada Answer: E Difficulty: 1 – Easy Question ID: TB_13_05_Texas, Manifest Destiny, and the Mexican–American War_Remember_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Remember the Facts Objective: 13.1 Why did the United States annex Texas and the Southwest?

6) After Mexico declared its independence from Spain, it lured American settlers to Texas with offers of __________. a. more freedoms for women b. religious freedom c. cheap, fertile land d. money e. abolition of slavery Answer: C Difficulty: 1 – Easy Question ID: TB_13_06_Texas, Manifest Destiny, and the Mexican–American War_Remember_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Remember the Facts Objective: 13.1 Why did the United States annex Texas and the Southwest?

7) Which battle occurred just days after Texas declared itself a republic? a. Battle of the Nueces b. Battle of Matamoros c. battle of the Alamo d. Battle of Veracruz e. siege of Mexico City Answer: C

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_13_07_Texas, Manifest Destiny, and the Mexican–American War_Remember_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Remember the Facts Objective: 13.1 Why did the United States annex Texas and the Southwest?

8) Sam Houston, the first president of Texas, __________. a. fought to prevent the annexation of Texas b. was against annexation in any form c. was against annexation unless it included the Oklahoma territory d. was for annexation but only if it included the New Mexico territory e. was for annexation immediately after Texas declared independence Answer: E Difficulty: 1 – Easy Question ID: TB_13_08_Texas, Manifest Destiny, and the Mexican–American War_Remember_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Remember the Facts Objective: 13.1 Why did the United States annex Texas and the Southwest?

9) Opposition to President Tyler's plan for the annexation of Texas primarily came from __________. a. northern antislavery Whigs b. southern agricultural interests c. New England merchants d. Great Britain e. railroad companies Answer: A Difficulty: 1 – Easy Question ID: TB_13_09_Texas, Manifest Destiny, and the Mexican–American War_Remember_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Remember the Facts Objective: 13.1 Why did the United States annex Texas and the Southwest?

10) Which 1844 presidential candidate ran on a platform calling for the simultaneous annexation of Texas and Oregon? a. Henry Clay b. James K. Polk c. Martin Van Buren d. John Tyler e. James G. Birney Answer: B Difficulty: 1 – Easy Question ID: TB_13_10_Texas, Manifest Destiny, and the Mexican–American War_Remember_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Remember the Facts Objective: 13.1 Why did the United States annex Texas and the Southwest?

11) What was an important premise of Manifest Destiny?

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Brands, American Stories 3e Test Bank a. God supports American expansion throughout all of North America. b. Lands to the west belong to the Native Americans. c. American expansion should only incorporate areas where American inhabitants are the majority. d. Canada and Mexico are not to be targets of American expansion. e. Diplomatic means should be used to acquire new territory.

Answer: A Difficulty: 1 – Easy Question ID: TB_13_11_Texas, Manifest Destiny, and the Mexican–American War_Remember_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Remember the Facts Objective: 13.1 Why did the United States annex Texas and the Southwest?

12) The Treaty of Guadalupe Hidalgo __________. a. confirmed the Rio Grande as the southern border of Texas b. required Mexico to pay the United States $15 million in cash for war damages c. guaranteed that slavery would not be allowed west of the Rio Grande d gave independence to California e. agreed that Mexican residents of the ceded areas would return to Mexico Answer: A Difficulty: 1 – Easy Question ID: TB_13_12_Texas, Manifest Destiny, and the Mexican–American War_Remember_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Remember the Facts Objective: 13.1 Why did the United States annex Texas and the Southwest?

13) The Wilmot Proviso was a proposal to __________. a. annex all of Mexico as U.S. territory b. prohibit slavery in any territories acquired from Mexico c. grant voting rights to women in the western territories d. encourage increased immigration from Mexico to the Unites States e. give more southwestern territory to the Mexican government Answer: B Difficulty: 2 – Moderate Question ID: TB_13_13_Texas, Manifest Destiny, and the Mexican–American War_Remember_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Remember the Facts Objective: 13.1 Why did the United States annex Texas and the Southwest?

14) Which mode of transportation transformed the American economy during the 1840s and 1850s? a. the clipper ship b. the canal system c. the steamboat d. the covered wagon e. the railroad Answer: E 203 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_13_14_Internal Expansionism and the Industrial Revolution_Remember_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Remember the Facts Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

15) State and local governments aided the railroad by giving it __________. a. money and land b. the right to seize private property c. free labor to lay tracks d. legal immunity e. tax breaks and investment advice Answer: E Difficulty: 2 – Moderate Question ID: TB_13_15_Internal Expansionism and the Industrial Revolution_Remember_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Remember the Facts Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

16) What was an essential feature of the factory system? a. all standardized parts manufactured in a single location b. the workforce being separated into different locations based on job type c. payment of cash wages d. each product being produced by one worker e. complex tasks that required training Answer: C Difficulty: 2 – Moderate Question ID: TB_13_16_Internal Expansionism and the Industrial Revolution_Remember_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Remember the Facts Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

17) Elias Howe's invention of __________ in 1846 revolutionized the garment industry. a. the sewing machine b. overalls c. blue denim d. the zipper e. the iron to press clothing Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_13_17_Internal Expansionism and the Industrial Revolution_Remember_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Remember the Facts Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

18) The greatest triumph of American technology in the mid-nineteenth century was in the area of __________. a. improvements in the transportation infrastructure b. new uses for vulcanized rubber c. improved farm implements d. sophisticated machine tools e. more efficient farming strategies Answer: D Difficulty: 2 – Moderate Question ID: TB_13_18_Internal Expansionism and the Industrial Revolution_Remember_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Remember the Facts Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

19) In 1860, the main source of livelihood for individuals and the biggest contributor to the gross national product was __________. a. ranching b. gold mining c. farming d. the textile industry e. the transportation industry Answer: C Difficulty: 2 – Moderate Question ID: TB_13_19_Internal Expansionism and the Industrial Revolution_Remember_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Remember the Facts Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

20) John Deere's steel plow allowed farmers to __________. a. plow up tough prairie soils b. purchase the less expensive steel plows c. plow loose soil in half the time of a cast-iron plow d. plow by hand without the aid of a farm animal e. plow more accurately than with a cast-iron plow Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_13_20_Internal Expansionism and the Industrial Revolution_Remember_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Remember the Facts Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

21) Between the 1830s and 1840s, most of the immigrants to the United States came from __________. a. the Far East b. western Europe c. eastern Europe d. Latin America e. China Answer: B Difficulty: 2 – Moderate Question ID: TB_13_21_Internal Expansionism and the Industrial Revolution_Remember_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Remember the Facts Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

22) The period of greatest immigration in proportion to the overall population in America was __________. a. 1790-1800 b. 1805-1815 c. 1845-1855 d. 1880-1890 e. 1910-1920 Answer: C Difficulty: 2 – Moderate Question ID: TB_13_22_Internal Expansionism and the Industrial Revolution_Remember_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Remember the Facts Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

23) The majority of Irish immigrants settled in the __________. a. South b. Midwest c. Far West d. Northeast e. Gulf Coast region Answer: D

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_13_23_Internal Expansionism and the Industrial Revolution_Remember_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Remember the Facts Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

24) The majority of immigrants became __________. a. yeoman farmers b. small business owners c. wage workers in factories d. skilled craftsmen e. prospectors Answer: C Difficulty: 1 – Easy Question ID: TB_13_24_Internal Expansionism and the Industrial Revolution_Remember_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Remember the Facts Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

25) The Female Labor Reform Association campaigned for __________. a. more jobs for women b. more managerial positions for women c. higher pay for both men and women d. shorter work days for women e. an end to all forms of sexual harassment Answer: D Difficulty: 2 – Moderate Question ID: TB_13_25_Internal Expansionism and the Industrial Revolution_Remember_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Remember the Facts Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

26) How were Young Americans different from the more traditional members of the Democratic Party? a. They were enthusiastic about commerce, industry, and speculation in the market. b. They were opposed to territorial expansion. c. They fiercely opposed the Mexican–American War. d. They worried about the materialism that accompanied the market economy. e. They embraced European themes in American literature.

Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_13_26_Introduction—The Spirit of Young America_Understand Topic: Introduction—The Spirit of Young America Skill: Understand the Connections Objective: N/A 27) Why was there friction between the Mexican government and Anglo-American settlers in Texas? a. The Mexican government denied Anglo-American settlers the right to own land. b. The Mexican government did not grant women any rights. c. Many Anglo-American settlers refused to convert to Catholicism. d. Many Anglo-American settlers refused to practice any religion. e. Many Anglo-American settlers refused to pay taxes.

Answer: C Difficulty: 2 – Moderate Question ID: TB_13_27_Texas, Manifest Destiny, and the Mexican–American War_Understand_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Understand the Connections Objective: 13.1 Why did the United States annex Texas and the Southwest?

28) Why was slavery a point of conflict between the Mexican government and Anglo-American settlers in Texas? a. The Mexican government required Anglo-American settlers to emancipate their slaves. b. The Mexican government required each Anglo-American settler to own at least four slaves. c. The Mexican government allowed white as well as black slavery. d. The Anglo-American settlers tried to enslave Mexican citizens. e. The Anglo-American settlers did not want slavery in the territory.

Answer: A Difficulty: 2 – Moderate Question ID: TB_13_28_Texas, Manifest Destiny, and the Mexican–American War_Understand_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Understand the Connections Objective: 13.1 Why did the United States annex Texas and the Southwest?

29) How did the Jackson administration react when Texas became an independent republic in 1836? a. It tried to convince Texans to return to Mexican rule. b. It declared war on Mexico to defend Texas's revolt. c. It immediately annexed Texas. d. It formally recognized Texas as a sovereign republic. e. It refused to recognize Texas as a republic.

Answer: D Difficulty: 1 – Easy Question ID: TB_13_29_Texas, Manifest Destiny, and the Mexican–American War_Understand_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Understand the Connections Objective: 13.1 Why did the United States annex Texas and the Southwest?

30) John Tyler initiated the politics of Manifest Destiny __________.

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Brands, American Stories 3e Test Bank a. to win the support of his fellow Whigs b. to bring together the Whig and Democratic parties c. with the aid of Henry Clay d. to build a base for his reelection in 1844 e. in hopes of identifying himself with James Monroe Answer: D Difficulty: 2 – Moderate Question ID: TB_13_30_Texas, Manifest Destiny, and the Mexican–American War_Understand_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Understand the Connections Objective: 13.1 Why did the United States annex Texas and the Southwest?

31) The most extreme form of Manifest Destiny meant the United States would occupy all the land __________. a. from the east coast to the Rocky Mountains b. from the east coast to the west coast c. occupied today by the United States and Canada d. in the entire North American continent including all of Central America e. in the entire North American continent including the Caribbean islands Answer: C Difficulty: 2 – Moderate Question ID: TB_13_31_Texas, Manifest Destiny, and the Mexican–American War_Understand_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Understand the Connections Objective: 13.1 Why did the United States annex Texas and the Southwest?

32) What caused Mexico to break off diplomatic relations with the United States and prepare for war in 1845? a. The republic of Texas began claiming land south of the Rio Grande. b. The United States annexed Texas and claimed the land between the Nueces River and the Rio Grande. c. The U.S. military began fighting for control over California harbors. d. The U.S. government refused to grant rights of citizenship to people of Mexican descent still living in Texas. e. President Polk criticized the Mexican government in a scathing public address.

Answer: B Difficulty: 2 – Moderate Question ID: TB_13_32_Texas, Manifest Destiny, and the Mexican–American War_Understand_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Understand the Connections Objective: 13.1 Why did the United States annex Texas and the Southwest?

33) James Polk went to war with Mexico to __________. a. retaliate for the harsh Mexican treatment of Texans b. protect the southern border of the United States c. annex land in Texas, New Mexico, and California d. prevent a Mexican attempt to reacquire Texas e. distract Americans from other domestic issues 209 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_13_33_Texas, Manifest Destiny, and the Mexican–American War_Understand_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Understand the Connections Objective: 13.1 Why did the United States annex Texas and the Southwest?

34) Why did the Mexican–American war last much longer than expected? a. The Americans lacked the resources to attack in earnest. b. The Americans lost a string of important battles. c. Severe weather slowed the American advance. d. The Mexicans were better prepared to battle in the Mexican terrain. e. The Mexicans stubbornly refused to make peace despite military defeats.

Answer: E Difficulty: 2 – Moderate Question ID: TB_13_34_Texas, Manifest Destiny, and the Mexican–American War_Understand_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Understand the Connections Objective: 13.1 Why did the United States annex Texas and the Southwest?

35) Some historians believe that the Americans did not annex all of Mexico because the Treaty of Guadalupe Hidalgo already gave them what they wanted most, __________. a. U.S. citizenship for thousands of Mexicans living in the territory b. the grazing lands of the Southwest c. the fertile farming lands of New Mexico d. the harbors of California e. the deserts of Arizona Answer: D Difficulty: 2 – Moderate Question ID: TB_13_35_Texas, Manifest Destiny, and the Mexican–American War_Understand_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Understand the Connections Objective: 13.1 Why did the United States annex Texas and the Southwest?

36) Why did the war with Mexico provoke political dissension within the United States? a. Many northerners feared the spread of slavery to the newly acquired territories. b. Many southerners feared the economic competition from cotton growers in the newly acquired territories. c. Many people in the Midwest feared the economic competition from ranchers in the newly acquired territories. d. Many people on the east coast worried about the social effects of expansion. e. Many religious groups worried about the lawlessness that would exist in the sparsely populated new territories.

Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_13_36_Texas, Manifest Destiny, and the Mexican–American War_Understand_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Understand the Connections Objective: 13.1 Why did the United States annex Texas and the Southwest?

37) Freight business did not immediately shift to the railroads because __________. a. companies distrusted the safety of the steam engine b. companies received financial incentives from the government to stay with canal routes c. canal boats were cheaper d. companies were not convinced of their reliability e. companies were fiercely loyal to the canal operators Answer: C Difficulty: 2 – Moderate Question ID: TB_13_37_Internal Expansionism and the Industrial Revolution_Understand_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Understand the Connections Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

38) Which statement best characterizes the status of the railroad industry by the end of the 1850s? a. Railroads were struggling to remain active due to heavy financial losses. b. Business was booming and railroads had transformed the economy. c. Railroads had been largely replaced by canal transportation. d. The railroad industry was strongest in the southern states. e. The railroad industry was crippled by scandals and corruption.

Answer: B Difficulty: 2 – Moderate Question ID: TB_13_38_Internal Expansionism and the Industrial Revolution_Understand_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Understand the Connections Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

39) The growth of American industry in the 1830s and 1840s was influenced by the __________. a. lack of quality craftsmen b. development of mass production c. discovery of oil in Pennsylvania d. rejection of agricultural jobs by youth e. increase in immigrants from eastern Europe and Asia Answer: B Difficulty: 1 – Easy Question ID: TB_13_39_Internal Expansionism and the Industrial Revolution_Understand_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Understand the Connections Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

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Brands, American Stories 3e Test Bank 40) The major factor that pushed Irish immigrants to the United States in the 1840s and 1850s was the __________. a. oppression by the British government b. decline in the number of jobs in Ireland c. overpopulation of Ireland d. great potato famine e. persecution of Catholics Answer: D Difficulty: 2 – Moderate Question ID: TB_13_40_Internal Expansionism and the Industrial Revolution_Understand_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Understand the Connections Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

41) Most German immigrants came to the United States to escape __________. a. European wars b. tough economic times c. catastrophic famine d. political oppression e. religious persecution Answer: B Difficulty: 2 – Moderate Question ID: TB_13_41_Internal Expansionism and the Industrial Revolution_Understand_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Understand the Connections Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

42) German immigrants __________. a. suffered less prejudice than the Irish b. suffered more prejudice than the Irish c. could not be assimilated easily into American society d. possessed few agricultural or other skills e. were extremely rare Answer: A Difficulty: 2 – Moderate Question ID: TB_13_42_Internal Expansionism and the Industrial Revolution_Understand_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Understand the Connections Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

43) The evidence that shows that economics was a major motivation for immigration was found in the __________. a. occupations of the immigrants 212 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. kinds of labor needed in the United States c. peaks in immigration that correspond to times of economic prosperity d. wages paid to immigrants e. forms that immigrants filled out when they reached Ellis Island Answer: C Difficulty: 2 – Moderate Question ID: TB_13_43_Internal Expansionism and the Industrial Revolution_Understand_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Understand the Connections Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

44) The arrival of large numbers of immigrants in the 1850s __________. a. was a positive development for American cities b. did not contribute measurably to city developments c. worsened the already serious problems of the cities d. increased the population of rural rather than urban areas e. prevented the development of America's first suburbs Answer: C Difficulty: 2 – Moderate Question ID: TB_13_44_Internal Expansionism and the Industrial Revolution_Understand_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Understand the Connections Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

45) An important result of the changing character of labor in the 1830s and 1840s was __________. a. greater cooperation between employer and employee b. improvement in working conditions and wages c. the paternalistic employer-employee relationship d. more emphasis on skilled labor e. an upsurge of labor militancy Answer: E Difficulty: 2 – Moderate Question ID: TB_13_45_Internal Expansionism and the Industrial Revolution_Understand_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Understand the Connections Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

46) Why were Irish immigrants unlikely to protest poor labor conditions? a. Labor protests were very unpopular at the time. b. They had low economic expectations and conservative attitudes. c. They were afraid of violent retribution from native-born Americans. d. The Catholic Church strictly forbade all forms of protest. e. They tended to find jobs with pleasant working conditions.

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Brands, American Stories 3e Test Bank Answer: B Difficulty: 2 – Moderate Question ID: TB_13_46_Internal Expansionism and the Industrial Revolution_Understand_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Understand the Connections Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

47) Which statement best describes how rural people adapted to industrial wage labor? a. Most adjusted quickly because the high wages were worth the dangerous working conditions. b. They adjusted quickly and enjoyed the shorter days and easier work. c. They adjusted quickly because the factory schedule was similar to a farming schedule. d. They adjusted slowly and resisted factory discipline through tardiness, absenteeism, and drunkenness. e. Most adjusted slowly because labor unions worked to make the transition to full-time factory work a gradual one.

Answer: D Difficulty: 2 – Moderate Question ID: TB_13_47_Internal Expansionism and the Industrial Revolution_Understand_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Understand the Connections Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

48) According to historian Frederick Merk, the United States decided not to annex all of Mexico after its victory in the Mexican–American War due to __________. a. the military's inability capture Mexico City b. the administration's respect for Mexican culture and autonomy c. the general public's focus on Canada rather than Mexico d. the American government's inability to govern over a wide area e. a combination of racism and anti-colonialism Answer: E Difficulty: 2 – Moderate Question ID: TB_13_48_Texas, Manifest Destiny, and the Mexican–American War_Analyze_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Analyze It Objective: 13.1 Why did the United States annex Texas and the Southwest?

49) Which statement best characterizes how the labor force changed during the 1800s? a. Male workers made the transition from being factory workers to being artisans. b. Male workers made the transition from being artisans to being factory workers. c. Married women were more likely than men to work in factories. d. Married women were more likely than unmarried women to work in factories. e. Immigrants were being replaced in factories by native-born Americans.

Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_13_49_Internal Expansionism and the Industrial Revolution_Analyze_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Analyze It Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

50) Which statement best characterizes how the increase in immigration changed the U.S. economy in the mid-1800s? a. Immigration hindered economic growth because immigrants came in such large numbers that there were not enough resources for everyone. b. Immigration slowed down the Industrial Revolution because immigrants launched frequent and effective labor protests. c. Immigration boosted the economy because immigrants provided much of the capital that was needed for infrastructure and entrepreneurship. d. Immigration boosted the economy by providing the skilled labor that was desperately needed in the labor force. e. Immigration accelerated the Industrial Revolution by providing a large pool of cheap factory labor.

Answer: E Difficulty: 2 – Moderate Question ID: TB_13_50_Internal Expansionism and the Industrial Revolution_Analyze_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Analyze It Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

Essay Questions 51) What were the main ideas behind Manifest Destiny? How was it related to the Young America movement and the Puritan tradition?

Difficulty: 3 – Difficult Question ID: TB_13_51_Introduction—The Spirit of Young America_Analyze Topic: Introduction—The Spirit of Young America Skill: Analyze It Objective: N/A 52) How did the annexation of Mexico differ from previous territorial acquisitions? How did the Treaty of Guadalupe Hidalgo stimulate sectional controversies in the United States?

Difficulty: 3 – Difficult Question ID: TB_13_52_Texas, Manifest Destiny, and the Mexican–American War_Analyze_LO 13.1 Topic: Texas, Manifest Destiny, and the Mexican–American War Skill: Analyze It Objective: 13.1 Why did the United States annex Texas and the Southwest?

53) How did technological advances open the way for the creation of a national market?

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_13_53_Internal Expansionism and the Industrial Revolution_Analyze_LO 13.2 Topic: Internal Expansionism and the Industrial Revolution Skill: Analyze It Objective: 13.2 How did developments in transportation foster industrialization and encourage immigration?

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Brands, American Stories 3e Test Bank Chapter 14: The Sectional Crisis, 1846-1861 Multiple-Choice Questions 1) In 1856, Congressman Preston Brooks of South Carolina almost beat Senator __________ of Massachusetts to death on the floor of the U.S. Senate. a. Thaddeus Stevens b. John C. Calhoun c. Charles Sumner d. Zachary Taylor e. William Graham Sumner Answer: C Difficulty: 1 – Easy Question ID: TB_14_01_Introduction—Brooks Assaults Sumner in Congress_Remember Topic: Introduction—Brooks Assaults Sumner in Congress Skill: Remember the Facts Objective: N/A 2) The radical abolitionist __________ burned a copy of the Constitution to protest slavery. a. William Lloyd Garrison b. Abraham Lincoln c. Henry Clay d. David Wilmot e. Stephen Douglas Answer: A Difficulty: 1 – Easy Question ID: TB_14_02_The Compromise of 1850_Remember_LO 14.1 Topic: The Compromise of 1850 Skill: Remember the Facts Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

3) The Wilmot Proviso proposed to ban slavery __________. a. in the northern states b. in the southern states c. in territory acquired from Mexico d. in any future U.S. territories e. from all U.S. lands Answer: C Difficulty: 1 – Easy Question ID: TB_14_03_The Compromise of 1850_Remember_LO 14.1 Topic: The Compromise of 1850 Skill: Remember the Facts Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

4) When the House voted on the Wilmot Proviso, the vote was split along __________. a. party lines b. sectional lines 217 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank c. religious lines d. socioeconomic lines e. gender lines Answer: B Difficulty: 1 – Easy Question ID: TB_14_04_The Compromise of 1850_Remember_LO 14.1 Topic: The Compromise of 1850 Skill: Remember the Facts Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

5) According to the principle of popular sovereignty, __________ would determine whether a territory would have slavery. a. Congress b. territorial legislatures c. settlers d. the Supreme Court e. the House of Representatives Answer: C Difficulty: 2 – Moderate Question ID: TB_14_05_The Compromise of 1850_Remember_LO 14.1 Topic: The Compromise of 1850 Skill: Remember the Facts Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

6) The key organizer of the Compromise of 1850 was __________. a. John C. Calhoun b. Henry Clay c. Lewis Cass d. Zachary Taylor e. Roger B. Taney Answer: B Difficulty: 1 – Easy Question ID: TB_14_06_The Compromise of 1850_Remember_LO 14.1 Topic: The Compromise of 1850 Skill: Remember the Facts Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

7) The Compromise of 1850 __________. a. temporarily restored sectional peace b. failed to pass Congress despite revisions c. prohibited slavery in the New Mexico territory d. made it easier for escaped slaves to hide in the West e. temporarily made California a slave state Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_14_07_The Compromise of 1850_Remember_LO 14.1 Topic: The Compromise of 1850 Skill: Remember the Facts Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

8) The first broad, sectional, antislavery party was the __________. a. Free-Soil Party b. Whig Party c. Republican Party d. Democratic Party e. Know-Nothing Party Answer: A Difficulty: 1 – Easy Question ID: TB_14_08_The Compromise of 1850_Remember_LO 14.1 Topic: The Compromise of 1850 Skill: Remember the Facts Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

9) The most outrageous component of the Compromise of 1850 was the __________. a. admission of California as a free state b. opening of New Mexico and Utah territories to slavery under popular sovereignty c. reduction of Texas to its present boundaries d. enactment of the new Fugitive Slave Law e. prohibition of slavery in the District of Columbia Answer: D Difficulty: 2 – Moderate Question ID: TB_14_09_The Compromise of 1850_Remember_LO 14.1 Topic: The Compromise of 1850 Skill: Remember the Facts Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

10) The term "second-party system" describes __________. a. the splinter parties of the 1840s and 1850s b. the vigorous competition between Whigs and Democrats c. the creation of a new third political party d. the political party not in power in government e. a total shift in American politics Answer: B Difficulty: 2 – Moderate Question ID: TB_14_10_Political Upheaval, 1852–1856_Remember_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Remember the Facts Objective: 14.2 How did the two-party system change during this period?

11) In the Kansas-Nebraska Act, Stephen Douglas attempted to set up territorial government on the basis of __________.

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Brands, American Stories 3e Test Bank a. the Compromise of 1850 b. Free-Soil ideology c. congressional approval or disapproval of slavery d. presidential approval or disapproval of slavery e. popular sovereignty Answer: E Difficulty: 2 – Moderate Question ID: TB_14_11_Political Upheaval, 1852–1856_Remember_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Remember the Facts Objective: 14.2 How did the two-party system change during this period?

12) In order to gain southern support for the Kansas-Nebraska Act, Stephen Douglas had to add an amendment explicitly repealing the __________. a. Wilmot Proviso b. Missouri Compromise c. Compromise of 1850 d. Bill of Rights e. new Fugitive Slave Law Answer: B Difficulty: 1 – Easy Question ID: TB_14_12_Political Upheaval, 1852–1856_Remember_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Remember the Facts Objective: 14.2 How did the two-party system change during this period?

13) The Ostend Manifesto was a memorandum that accused the Pierce administration of __________. a. accepting bribes from southern plantation owners b. conspiring with northerners to make the United States a "free-soil wasteland" c. wanting to punish the working class through taxation d. wanting to create a "Caribbean slave empire" by annexing Cuba e. discriminating against recent immigrants through unfair voting laws Answer: D Difficulty: 2 – Moderate Question ID: TB_14_13_Political Upheaval, 1852–1856_Remember_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Remember the Facts Objective: 14.2 How did the two-party system change during this period?

14) The political party known especially for its anti-immigrant, anti-Catholic philosophy was the __________. a. Free-Soil Party b. Whig Party c. Know-Nothing Party d. Democratic Party e. Liberty Party 220 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_14_14_Political Upheaval, 1852–1856_Remember_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Remember the Facts Objective: 14.2 How did the two-party system change during this period?

15) Nativists disliked Irish and German immigrants because so many of the immigrants were __________. a. communists b. illiterate c. Jewish d. Roman Catholic e. atheists Answer: D Difficulty: 1 – Easy Question ID: TB_14_15_Political Upheaval, 1852–1856_Remember_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Remember the Facts Objective: 14.2 How did the two-party system change during this period?

16) A smaller conflict over slavery, which prefigured the American Civil War, was fought in which state during the late 1850s? a. Missouri b. Kansas c. South Carolina d. Tennessee e. Texas Answer: B Difficulty: 2 – Moderate Question ID: TB_14_16_Political Upheaval, 1852–1856_Remember_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Remember the Facts Objective: 14.2 How did the two-party system change during this period?

17) In the Pottawatomie Massacre, __________. a. John Brown and his followers killed five Native Americans in a land dispute b. a mob of angry settlers attacked and killed five escaped slaves c. an escaped slave killed a family of five white settlers d. John Brown killed eight abolitionists in Kansas e. John Brown and his followers killed five proslavery settlers in cold blood Answer: E Difficulty: 1 – Easy Question ID: TB_14_17_Political Upheaval, 1852–1856_Remember_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Remember the Facts Objective: 14.2 How did the two-party system change during this period?

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Brands, American Stories 3e Test Bank 18) In the presidential election of 1856, the Republican Party's platform endorsed __________. a. popular sovereignty in the territories b. prohibiting slavery in the territories c. Fillmore, who opposed Buchanan d. secession from the United States e. Buchanan, who opposed Fillmore Answer: B Difficulty: 2 – Moderate Question ID: TB_14_18_Political Upheaval, 1852–1856_Remember_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Remember the Facts Objective: 14.2 How did the two-party system change during this period?

19) Between 1856 and 1860, the explosive tensions between __________ led to a growing sense that the two groups could no longer coexist in the same nation. a. blacks and whites b. northerners and southerners c. immigrants and native-born citizens d. farmers and factory owners e. southerners and former slaves Answer: B Difficulty: 1 – Easy Question ID: TB_14_19_The House Divided, 1857–1860_Remember_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Remember the Facts Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

20) Which famous writer wrote proslavery polemics? a. Edgar Allan Poe b. Henry David Thoreau c. Herman Melville d. James Russell Lowell e. Ralph Waldo Emerson Answer: A Difficulty: 1 – Easy Question ID: TB_14_20_The House Divided, 1857–1860_Remember_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Remember the Facts Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

21) In the 1850s, the most important example of literary abolitionism was __________. a. Uncle Tom's Cabin b. The Impending Crisis of the South c. Tom Sawyer d. Up from Slavery e. Incidents in the Life of a Slave Girl 222 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 2 – Moderate Question ID: TB_14_21_The House Divided, 1857–1860_Remember_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Remember the Facts Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

22) In the case of Dred Scott v. Sandford, __________. a. a slave owner sued for damages because he was beaten severely by an abolitionist b. a slave owner sued for damages because abolitionists helped his slaves c. a slave sued for damages because he was beaten severely by a white owner d. an escaped slave sued for his freedom because he was caught in a free territory e. a slave sued on the grounds that he had lived in a free state and so he should be a free man Answer: E Difficulty: 2 – Moderate Question ID: TB_14_22_The House Divided, 1857–1860_Remember_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Remember the Facts Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

23) In his debates with Stephen Douglas during the 1858 Senate race, Abraham Lincoln's position on slavery was that he favored __________. a. abolishing slavery in all the states and territories b. restricting slavery to the states where it was most profitable c. restricting slavery to the states where the Constitution protected it d. using popular sovereignty to decide the slavery issue in new territories e. allowing slavery in newly acquired territories Answer: C Difficulty: 2 – Moderate Question ID: TB_14_23_The House Divided, 1857–1860_Remember_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Remember the Facts Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

24) John Brown's raid on Harpers Ferry, Virginia, involved __________. a. white and black men seizing a federal arsenal in an unsuccessful attempt to start an uprising against slavery b. a slave rebellion that resulted in the deaths of 18 whites and all of the slaves c. a group of white men raiding a southern abolitionist office and killing five white and black antislavery protestors d. white men and women seizing 18 slaves in order to forcibly emancipate them in Mexico e. a group of white and black abolitionists killing three slave owners and wounding five others Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_14_24_The House Divided, 1857–1860_Remember_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Remember the Facts Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

25) Why was Abraham Lincoln chosen as the Republican presidential candidate for the 1860 election over front-runner Senator William H. Seward? a. Lincoln could carry his home state of Kentucky. b. Seward strongly supported nativism. c. Lincoln came from a prosperous, well-known family. d. Seward was seen as too radical. e. Abraham Lincoln pledged to end slavery.

Answer: D Difficulty: 2 – Moderate Question ID: TB_14_25_The House Divided, 1857–1860_Remember_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Remember the Facts Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

26) Why was it difficult for northern abolitionists to mount a legal attack against the institution of slavery in southern states? a. Southern states generally had much better lawyers than northern states. b. There was a serious lack of strong northern congressional leadership. c. The Constitution protected state laws that allowed slavery. d. Southern plantation owners donated heavily to northern political candidates. e. Slavery was overshadowed by issues people felt more strongly about.

Answer: C Difficulty: 2 – Moderate Question ID: TB_14_26_The Compromise of 1850_Understand_LO 14.1 Topic: The Compromise of 1850 Skill: Understand the Connections Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

27) During the 1840s, what was true of most northerners? a. They disliked slavery and detested abolitionism. b. They were fierce and loyal abolitionists. c. They supported the institution of slavery. d. They were apathetic about the slavery issue. e. They felt that slavery was starting to spread to the North.

Answer: A Difficulty: 2 – Moderate Question ID: TB_14_27_The Compromise of 1850_Understand_LO 14.1 Topic: The Compromise of 1850 Skill: Understand the Connections Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

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Brands, American Stories 3e Test Bank 28) The Free-Soil movement supported the exclusion of slavery from the territories because __________. a. it believed in racial justice b. it believed in the immorality of slavery c. it feared the outbreak of slave insurrections in the territories d. of racial prejudice and fear of labor competition from freed slaves e. most western land was unsuited for plantation agriculture Answer: D Difficulty: 2 – Moderate Question ID: TB_14_28_The Compromise of 1850_Understand_LO 14.1 Topic: The Compromise of 1850 Skill: Understand the Connections Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

29) Why did it take months to push the Compromise of 1850 through Congress? a. President Taylor opposed the compromise, and congressmen kept granting key concessions to rival parties. b. President Taylor was for the compromise, but congressmen kept granting key concessions to rival parties. c. The compromise was broken into too many small and ineffective measures. d. President Taylor died and was succeeded by Millard Fillmore, who opposed the compromise. e. President Taylor supported the compromise, but key senators kept proposing new compromises before a vote could be taken.

Answer: E Difficulty: 2 – Moderate Question ID: TB_14_29_The Compromise of 1850_Understand_LO 14.1 Topic: The Compromise of 1850 Skill: Understand the Connections Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

30) As a result of the revised Fugitive Slave Law in the Compromise of 1850, it became __________. a. easier for escaped slaves to stay free b. easier to kidnap and enslave free African Americans c. easier for slaves to sue for their freedom d. easier for slaves to purchase their freedom e. more difficult for plantation owners to reclaim their escaped slaves Answer: B Difficulty: 2 – Moderate Question ID: TB_14_30_The Compromise of 1850_Understand_LO 14.1 Topic: The Compromise of 1850 Skill: Understand the Connections Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

31) How did Democrats differ from Whigs over annexation and slavery in new territories? a. Democrats endorsed expansion and a division of free and slave territories, while Whigs opposed annexation to avoid the slavery debate. b. Democrats opposed annexation to avoid the slavery debate, while Whigs endorsed expansion and a division of free and slave territories.

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Brands, American Stories 3e Test Bank c. Both Democrats and Whigs endorsed expansion, but Democrats wanted the new territories to allow slavery while the Whigs did not. d. Both Democrats and Whigs endorsed expansion, but Whigs wanted the new territories to allow slavery while the Democrats did not. e. Neither party endorsed expansion, but if it was inevitable, the Whigs encouraged the spread of slavery while the Democrats did not.

Answer: A Difficulty: 2 – Moderate Question ID: TB_14_31_Political Upheaval, 1852–1856_Understand_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Understand the Connections Objective: 14.2 How did the two-party system change during this period?

32) Why did the Whig Party's candidate fail overwhelmingly in the 1852 presidential campaign? a. The Compromise of 1850 strengthened the political differences between Whigs and Democrats. b. The Whigs did not succeed in rallying public interest in a major political issue. c. The Whigs alienated immigrants by actively seeeking the nativist vote. d. The Whig platform did not address the economic problems facing the nation. e. The Whig nominee lost southern support by allying himself with the antislavery wing of the party.

Answer: B Difficulty: 2 – Moderate Question ID: TB_14_32_Political Upheaval, 1852–1856_Understand_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Understand the Connections Objective: 14.2 How did the two-party system change during this period?

33) Why was the Kansas-Nebraska Act of 1854 so vehemently opposed by northerners? a. It permitted slavery in all the states west of the Kansas and Nebraska territories. b. It permitted slavery in all the states east of the Kansas and Nebraska territories. c. It permitted slavery in an area where it had previously been prohibited. d. It made it much more difficult for escaped slaves to find freedom in the North. e. It abolished slavery in all the states west of the Kansas and Nebraska territories.

Answer: C Difficulty: 2 – Moderate Question ID: TB_14_33_Political Upheaval, 1852–1856_Understand_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Understand the Connections Objective: 14.2 How did the two-party system change during this period?

34) What was an important result of the Kansas-Nebraska Act? a. It had catastrophic effects on sectional harmony. b. It revived support for an expansionist foreign policy. c. It strengthened the political power of the Whig Party. d. It had little effect on sectional tensions. e. It never got the congressional support it needed for passage.

Answer: A 226 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_14_34_Political Upheaval, 1852–1856_Understand_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Understand the Connections Objective: 14.2 How did the two-party system change during this period?

35) What best explains the rapid growth of the Republican Party in the 1850s? a. sympathy toward immigrants b. support of agricultural expansion c. position on slavery in the territories d. support of the Catholic Church e. support of progressive labor laws Answer: C Difficulty: 2 – Moderate Question ID: TB_14_35_Political Upheaval, 1852–1856_Understand_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Understand the Connections Objective: 14.2 How did the two-party system change during this period?

36) Why did popular sovereignty fail in the 1854 Kansas elections? a. voter apathy b. illegal voting by Missouri residents c. lack of enthusiasm from voters d. lack of compelling candidates e. extremists destroying polling centers Answer: B Difficulty: 2 – Moderate Question ID: TB_14_36_Political Upheaval, 1852–1856_Understand_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Understand the Connections Objective: 14.2 How did the two-party system change during this period?

37) The Republican Party's nominating convention for the presidential election revealed that it __________. a. received broad-based support throughout the nation b. was primarily a sectional party c. was a party of farmers and laborers d. was the party of southern planters e. struggled in its first years of existence Answer: B Difficulty: 2 – Moderate Question ID: TB_14_37_Political Upheaval, 1852–1856_Understand_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Understand the Connections Objective: 14.2 How did the two-party system change during this period?

38) How was the election of James Buchanan in 1856 viewed by southerners?

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Brands, American Stories 3e Test Bank a. with a temporary sense of relief b. as a long-term victory for the southern cause c. as a victory for Free-Soil supporters d. with a strong sense of dismay e. as evidence of the strength of the North's threat Answer: A Difficulty: 2 – Moderate Question ID: TB_14_38_Political Upheaval, 1852–1856_Understand_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Understand the Connections Objective: 14.2 How did the two-party system change during this period?

39) The growing division between North and South during the 1840s and 1850s __________. a. was primarily expressed in political terms b. was entirely expressed in legal, constitutional terms c. had little impact on the common man d. was increasingly seen in cultural and intellectual terms e. had reached an uneasy but peaceful stalemate by 1860 Answer: D Difficulty: 2 – Moderate Question ID: TB_14_39_The House Divided, 1857–1860_Understand_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Understand the Connections Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

40) What was the intended message of southern literature during the 1840s and 1850s? a. Genteel southern civilization is superior to greedy northern culture. b. Southerners should reevaluate their dependency on slavery. c. Southerners should try to change their culture to be more like northerners. d. Southerners should maintain slavery but dismantle the plantation system. e. Southern morals should be more strictly based on the Protestant ethic.

Answer: A Difficulty: 2 – Moderate Question ID: TB_14_40_The House Divided, 1857–1860_Understand_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Understand the Connections Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

41) Why did Uncle Tom's Cabin have such an emotional impact Americans in the 1850s? a. It portrayed southerners as greedy, immoral barbarians. b. It portrayed northern abolitionists as heroic defenders of morality. c. It showed that slaves were just as evil as the slave owners. d. It portrayed slavery as a necessary evil that needed to be preserved. e. It portrayed slavery as a threat to the family and the Cult of Domesticity.

Answer: E 228 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_14_41_The House Divided, 1857–1860_Understand_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Understand the Connections Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

42) In the Dred Scott v. Sanford decision, the court ruled that __________. a. an African American could not be a citizen of the United States b. Congress had the power to prohibit slavery in federal territories c. the Missouri Compromise was constitutional d. the Democratic platform was unconstitutional e. African Americans could sue through the court system Answer: A Difficulty: 2 – Moderate Question ID: TB_14_42_The House Divided, 1857–1860_Understand_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Understand the Connections Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

43) In his debates with Stephen Douglas, Abraham Lincoln __________. a. suggested a new balance between slave and free territories b. took a position similar to Douglas on the issue of slavery c. suggested that not opposing slavery was the same as endorsing it d. differed with the Republican platform by supporting slavery in new territories e. avoided discussing the issue of slavery altogether Answer: C Difficulty: 2 – Moderate Question ID: TB_14_43_The House Divided, 1857–1860_Understand_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Understand the Connections Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

44) John Brown's raid on Harper's Ferry __________. a. increased southern fears of northern hostility b. was condemned by most northerners c. had little effect on sectional tensions d. united North and South in their condemnation of Brown e. has been exaggerated by historians Answer: A Difficulty: 2 – Moderate Question ID: TB_14_44_The House Divided, 1857–1860_Understand_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Understand the Connections Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

45) The Republicans were successful in the election of 1860 because __________. a. they compromised on the issue of slavery 229 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. they were able to win decisively in the North c. they won significant southern support d. Abraham Lincoln offered the potential for sectional harmony e. the Democrats dropped out of the race Answer: B Difficulty: 2 – Moderate Question ID: TB_14_45_The House Divided, 1857–1860_Understand_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Understand the Connections Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

46) Southerners reacted to Lincoln's victory in the presidential election of 1860 by __________. a. celebrating the end of sectionalist tensions that plagued the nation b. feeling optimistic that Lincoln would preserve their interests c. redoubling their efforts to win the next congressional election d. resigning themselves to being permanent minorities in America e. launching a movement to secede from the Union Answer: E Difficulty: 2 – Moderate Question ID: TB_14_46_The House Divided, 1857–1860_Understand_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Understand the Connections Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

47) Northern evangelicalism focused on __________, while southern evangelicalism focused on __________. a. self-discipline and social reform, personal piety b. personal piety, philanthropy c. the virtues of the family unit, helping the poor d. philanthropy, self-discipline e. conversion of the poor, personal piety Answer: A Difficulty: 2 – Moderate Question ID: TB_14_47_The House Divided, 1857–1860_Understand_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Understand the Connections Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

48) How did the acquisition of Texas, New Mexico, and California cause conflict in the United States? a. The Constitution did not establish the status of slavery in future states, so whether or not those territories would allow slavery was hotly debated. b. The new territories were all north of the Missouri Compromise line, which threatened to disrupt the balance between slave and free states. c. The Missouri Compromise mandated that those territories should be free, but the economies of the territories were already completely dependent on slavery. d. Mexico kept claiming the territories even after they had been annexed to the United States. e. Citizens in those territories refused to pay taxes to a federal government that they did not support.

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Brands, American Stories 3e Test Bank Answer: A Difficulty: 2 – Moderate Question ID: TB_14_48_The Compromise of 1850_Analyze_LO 14.1 Topic: The Compromise of 1850 Skill: Analyze It Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

49) What do most modern historians believe was the underlying cause of the breakup of the Union? a. religious leaders promising salvation or damnation to each side b. politicians and agitators stirring public opinion into a frenzy c. ideological differences over the morality and utility of slavery d. a clash of economic interests between agrarian and industrialized regions e. infighting within political parties Answer: C Difficulty: 2 – Moderate Question ID: TB_14_49_The House Divided, 1857–1860_Analyze_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Analyze It Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

50) Why did the Republican Party call for "free soil" in the territories rather than freedom for African Americans? a. Focusing on land rather than people would make it easier to pass legislation through Congress. b. The party knew that achieving its dream of liberating all African Americans was unrealistic, so it settled on the compromise of "free soil." c. The party was focusing on "free soil" as a first step in the eventual freedom of all African Americans. d. Putting the focus on the laws of the land rather than the freedoms of African Americans would prevent isolating the hard-line racists in the party. e. Abolitionism conflicted with the North's commitment to both white supremacy and the original constitutional compromise about slavery.

Answer: E Difficulty: 2 – Moderate Question ID: TB_14_50_The Compromise of 1850_Analyze_LO 14.1 Topic: The Compromise of 1850 / Political Upheaval—1852–1856 / The House Divided, 1857–1860 Skill: Analyze It Objective: 14.1 How did territorial expansion intensify the conflict over slavery?, 14.2 How did the twoparty system change during this period?, 14.3 How did the institution of slavery go beyond political and economic debates?

Essay Questions 51) Discuss the major elements of the Compromise of 1850 and how they were an attempt to balance the requirements of pro- and antislavery factions in the United States. Why did the compromise ultimately fail?

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_14_51_The Compromise of 1850_Analyze_LO 14.1 Topic: The Compromise of 1850 Skill: Analyze It Objective: 14.1 How did territorial expansion intensify the conflict over slavery?

52) How did national political parties help to hold the Union together during the 1840s and early 1850s?

What role did the failure of the two-party system play in the breakup of the Union?

Difficulty: 3 – Difficult Question ID: TB_14_52_Political Upheaval, 1852–1856_Analyze_LO 14.2 Topic: Political Upheaval, 1852–1856 Skill: Analyze It Objective: 14.2 How did the two-party system change during this period?

53) How did the people of different geographic regions view each other during the 1850s? What events intensified their fears and resentments? How did their views of each other lead to the breakup of the Union?

Difficulty: 3 – Difficult Question ID: TB_14_53_The House Divided, 1857–1860_Analyze_LO 14.3 Topic: The House Divided, 1857–1860 Skill: Analyze It Objective: 14.3 How did the institution of slavery go beyond political and economic debates?

232 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank

Chapter 15: Secession and the Civil War, 1860-1865 Multiple-Choice Questions 1) What caused seven states to secede from the Union before any shots had been fired? a. the Compromise of 1850 b. John Brown's raid on Harper's Ferry c. the election of President Lincoln d. the Emancipation Proclamation e. Lincoln's plans to free the slaves Answer: C Difficulty: 1 – Easy Question ID: TB_15_01_The Storm Gathers_Remember_LO 15.1 Topic: The Storm Gathers Skill: Remember the Facts Objective: 15.1 What developments and events drew the Union toward Civil War? 2) Which of the following southern states was the first to secede from the Union? a. Kentucky b. Virginia c. Alabama d. South Carolina e. North Carolina Answer: D Difficulty: 1 – Easy Question ID: TB_15_02_The Storm Gathers_Remember_LO 15.1 Topic: The Storm Gathers Skill: Remember the Facts Objective: 15.1 What developments and events drew the Union toward Civil War? 3) Which one of the following states was part of the early movement to leave the Union, before any shots were fired? a. Missouri b. Virginia c. North Carolina d. Tennessee e. Texas Answer: E Difficulty: 1 – Easy Question ID: TB_15_03_The Storm Gathers_Remember_LO 15.1 Topic: The Storm Gathers Skill: Remember the Facts Objective: 15.1 What developments and events drew the Union toward Civil War? 4) Cooperationists believed that the slave states __________.

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Brands, American Stories 3e Test Bank a. should act as a unit rather than secede one at a time b. should remain in the Union c. should form a new union with northern states d. and the free states should simply find a way to get along e. should cooperate with Britain and France Answer: A Difficulty: 1 – Easy Question ID: TB_15_04_The Storm Gathers_Remember_LO 15.1 Topic: The Storm Gathers Skill: Remember the Facts Objective: 15.1 What developments and events drew the Union toward Civil War? 5) As a war leader, Jefferson Davis __________. a. focused more on policymaking than controlling the military b. had an excellent relationship with his generals c. lacked initiative and leadership on the home front d. frequently used martial law to retain control e. had the full support of southern governors Answer: C Difficulty: 2 – Moderate Question ID: TB_15_05_Adjusting to Total War_Remember_LO 15.2 Topic: Adjusting to Total War Skill: Remember the Facts Objective: 15.2 What challenges did “total war” bring for each side?

6) The Confederate Constitution __________. a. allowed the Atlantic slave trade to be reopened b. abolished the three-fifths clause in determining congressional representation c. prohibited free states from joining the new Confederacy d. allowed the government to impose protective tariffs e. required the government to protect slavery in the states and the territories Answer: E Difficulty: 2 – Moderate Question ID: TB_15_06_Adjusting to Total War_Remember_LO 15.2 Topic: Adjusting to Total War Skill: Remember the Facts Objective: 15.2 What challenges did “total war” bring for each side?

7) The Crittenden compromise would have __________. a. extended the Missouri Compromise to the Pacific b. abolished the national Fugitive Slave Law c. denied federal compensation to the owners of escaped slaves d. guaranteed slavery in all new territories e. changed the Constitution to allow slavery to be abolished in all the states Answer: A 234 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_15_07_Adjusting to Total War_Remember_LO 15.2 Topic: Adjusting to Total War Skill: Remember the Facts Objective: 15.2 What challenges did “total war” bring for each side?

8) The first shots of the Civil War were fired at __________. a. Fort Pickens b. Fort Sumter c. Manassas Junction d. Fort Henry e. Fort Donelson Answer: B Difficulty: 1 – Easy Question ID: TB_15_08_Adjusting to Total War_Remember_LO 15.2 Topic: Adjusting to Total War Skill: Remember the Facts Objective: 15.2 What challenges did “total war” bring for each side?

9) What was most common in determining whether a state supported the North or the South in the Civil War? a. ideology about slavery b. opinions about Lincoln's presidency and whether he was a legitimate leader c. views on whether or not states had the right to secede from the Union d. economic interests e. religious convictions Answer: C Difficulty: 2 – Moderate Question ID: TB_15_09_Adjusting to Total War_Remember_LO 15.2 Topic: Adjusting to Total War Skill: Remember the Facts Objective: 15.2 What challenges did “total war” bring for each side?

10) "Greenbacks" were __________. a. green-shirted Irish volunteers who served in the Confederate army b. inexperienced recruits who were not ready for combat c. deserters who hid out in the woods d. unsecured treasury notes issued as currency by the federal government e. teenagers who served in the armed forces Answer: D Difficulty: 1 – Easy Question ID: TB_15_10_Adjusting to Total War_Remember_LO 15.2 Topic: Adjusting to Total War Skill: Remember the Facts Objective: 15.2 What challenges did “total war” bring for each side?

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Brands, American Stories 3e Test Bank 11) In 1861, Lincoln declared martial law and suspended the __________ in the area between Philadelphia and Washington. a. Constitution b. writ of habeas corpus c. right to bear arms d. freedom of speech protections e. right to vote Answer: B Difficulty: 1 – Easy Question ID: TB_15_11_Adjusting to Total War_Remember_LO 15.2 Topic: Adjusting to Total War Skill: Remember the Facts Objective: 15.2 What challenges did “total war” bring for each side?

12) The first major battle of the war, at Bull Run, resulted in __________. a. a Union victory b. a Confederate victory c. a bloody stalemate d. the capture of Washington, D.C. e. Sherman's capture of Savannah, Georgia Answer: B Difficulty: 1 – Easy Question ID: TB_15_12_Adjusting to Total War_Remember_LO 15.2 Topic: Adjusting to Total War Skill: Remember the Facts Objective: 15.2 What challenges did “total war” bring for each side?

13) The Union general who replaced Winfield Scott as commander of Union forces was __________. a. Irvin McDowell b. Joseph Hooker c. Robert E. Lee d. William Tecumseh Sherman e. George McClellan Answer: E Difficulty: 1 – Easy Question ID: TB_15_13_Adjusting to Total War_Remember_LO 15.2 Topic: Adjusting to Total War Skill: Remember the Facts Objective: 15.2 What challenges did “total war” bring for each side?

14) The bloodiest one-day battle of the war was __________, which took place on September 17, 1862. a. Shiloh b. Bull Run c. Vicksburg d. Gettysburg e. Antietam 236 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: E Difficulty: 2 – Moderate Question ID: TB_15_14_Adjusting to Total War_Remember_LO 15.2 Topic: Adjusting to Total War Skill: Remember the Facts Objective: 15.2 What challenges did “total war” bring for each side?

15) The Emancipation Proclamation freed __________. a. all slaves throughout the United States b. only slaves in the loyal border states c. only slaves in the western territories d. only slaves in the Confederate-controlled areas e. only the future children of current slaves Answer: D Difficulty: 2 – Moderate Question ID: TB_15_15_Fight to the Finish_Remember_LO 15.3 Topic: Fight to the Finish Skill: Remember the Facts Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

16) Approximately what percentage of the slave population gained freedom during the war under the terms of the Emancipation Proclamation? a. 1 percent b. 10 percent c. 25 percent d. 60 percent e. 100 percent Answer: C Difficulty: 2 – Moderate Question ID: TB_15_16_Fight to the Finish_Remember_LO 15.3 Topic: Fight to the Finish Skill: Remember the Facts Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

17) During the Civil War, about __________ African Americans served in the Union army. a. 10,000 b. 100,000 c. 200,000 d. 500,000 e. 1,000,000 Answer: C Difficulty: 2 – Moderate Question ID: TB_15_17_Fight to the Finish_Remember_LO 15.3 Topic: Fight to the Finish Skill: Remember the Facts Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

237 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 18) The Enrollment Act of March 1863 __________. a. drafted white men but allowed them to hire a substitute or pay a fee to avoid service b. drafted black males into the armed forces but denied them pay for their service c. allowed black men to join the American armed forces for the first time d. required that all military service be voluntary rather than mandatory e. prohibited wealthy men from hiring substitutes or paying a fee to avoid service Answer: A Difficulty: 2 – Moderate Question ID: TB_15_18_Fight to the Finish_Remember_LO 15.3 Topic: Fight to the Finish Skill: Remember the Facts Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

19) Copperheads __________. a. strongly supported the Emancipation Proclamation b. supported the growth of the federal government c. narrowly won victory in the 1864 election d. were militant antiwar activists e. were a group of wealthy industrialists who secretly financed the war Answer: D Difficulty: 2 – Moderate Question ID: TB_15_19_Fight to the Finish_Remember_LO 15.3 Topic: Fight to the Finish Skill: Remember the Facts Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

20) The Confederate 1863 victory at Chancellorsville cost the Confederacy the life of __________. a. Jefferson Davis b. "Stonewall" Jackson c. Robert E. Lee d. William Tecumseh Sherman e. Ulysses S. Grant Answer: B Difficulty: 1 – Easy Question ID: TB_15_20_Fight to the Finish_Remember_LO 15.3 Topic: Fight to the Finish Skill: Remember the Facts Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

21) The victory at __________ gave the Union control of the Mississippi River. a. Gettysburg b. Vicksburg c. Richmond d. Shiloh e. Fredericksburg Answer: B 238 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_15_21_Fight to the Finish_Remember_LO 15.3 Topic: Fight to the Finish Skill: Remember the Facts Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

22) Lincoln's opponent from the Democratic Party in the presidential election of 1864 was __________. a. Jefferson Davis b. Stephen Douglas c. John Bell d. Ulysses S. Grant e. George McClellan Answer: E Difficulty: 1 – Easy Question ID: TB_15_22_Fight to the Finish_Remember_LO 15.3 Topic: Fight to the Finish Skill: Remember the Facts Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

23) Who surrendered to the Union army at Appomattox Court House in April of 1865? a. Confederate President Jefferson Davis b. General Robert E. Lee c. General Thomas J. "Stonewall" Jackson d. General Ulysses S. Grant e. Confederate Vice President Alexander Stephens Answer: B Difficulty: 1 – Easy Question ID: TB_15_23_Fight to the Finish_Remember_LO 15.3 Topic: Fight to the Finish Skill: Remember the Facts Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

24) Approximately __________ soldiers died in the Civil War. a. 50,000 b. 125,000 c. 620,000 d. 950,000 e. 1,500,000 Answer: C Difficulty: 1 – Easy Question ID: TB_15_24_Effects of the War_Remember_LO 15.4 Topic: Effects of the War Skill: Remember the Facts Objective: 15.4 How did the outcome of the war affect America socially and politically?

25) What did the Sanitary Commission promote? a. cleanliness, nutrition, and medical care in northern army camps 239 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. healthy drinking water in northern cities c. improved sewer systems in southern urban centers d. cleanliness in northern factories e. nutrition and medical care for freed or escaped slaves Answer: A Difficulty: 1 – Easy Question ID: TB_15_25_Effects of the War_Remember_LO 15.4 Topic: Effects of the War Skill: Remember the Facts Objective: 15.4 How did the outcome of the war affect America socially and politically?

26) After Lincoln's election, what happened in the Upper South? a. The Upper South states immediately seceded. b. The Upper South states were afraid to secede, since they were so close to Union forces. c. The Upper South states did not think that Lincoln's election alone was a good enough reason to secede. d. The Upper South states began taking steps to emancipate their slaves. e. The Upper South states considered forming their own republic separate from the North and the Deep South.

Answer: C Difficulty: 2 – Moderate Question ID: TB_15_26_The Storm Gathers_Understand_LO 15.1 Topic: The Storm Gathers Skill: Understand the Connections Objective: 15.1 What developments and events drew the Union toward Civil War? 27) What was the South's goal in seceding from the Union? a. to create a slave empire based on reactionary ideals b. to slowly get rid of slavery and exist as an independent nation c. to recreate the government of the British Isles d. to recreate the Union as it had been before the Republican Party e. to form a powerful nation that would eventually take over the North Answer: D Difficulty: 2 – Moderate Question ID: TB_15_27_The Storm Gathers_Understand_LO 15.1 Topic: The Storm Gathers Skill: Understand the Connections Objective: 15.1 What developments and events drew the Union toward Civil War? 28) Lincoln rejected the Crittenden Compromise because he believed that __________. a. taking a strong stand would win the support of northern unionists b. most southerners favored secession c. extending the Missouri Compromise line to the Pacific would solve the slavery issue d. the minority in favor of secession would soon give up e. adding Cuba and Central America to the United States would relieve the sectional crisis Answer: D 240 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_15_28_The Storm Gathers_Understand_LO 15.1 Topic: The Storm Gathers Skill: Understand the Connections Objective: 15.1 What developments and events drew the Union toward Civil War? 29) What was Lincoln's early military policy toward the Confederacy? a. He wanted to take the South back by force as soon as possible. b. He wanted the South to be responsible for starting the war. c. He wanted the North to take the first military action. d. He wanted the North to refrain from military action regardless of southern actions. e. He wanted to start the war with a decisive Union victory in a key southern city.

Answer: B Difficulty: 2 – Moderate Question ID: TB_15_29_The Storm Gathers_Understand_LO 15.1 Topic: The Storm Gathers Skill: Understand the Connections Objective: 15.1 What developments and events drew the Union toward Civil War? 30) The attack on Fort Sumter __________. a. was a prolonged and exceptionally bloody battle b. weakened the secession movement c. caused increasing opposition to the war in the North d. united northern opinion against the rebellion e. was the first southern defeat of the war Answer: D Difficulty: 2 – Moderate Question ID: TB_15_30_The Storm Gathers_Understand_LO 15.1 Topic: The Storm Gathers Skill: Understand the Connections Objective: 15.1 What developments and events drew the Union toward Civil War? 31) In the beginning, the Civil War was a __________. a. struggle to free the slaves b. struggle to preserve the Union c. personal struggle between Abraham Lincoln and Jefferson Davis d. struggle to preserve "King Cotton” e. struggle over control of new and future territories Answer: B Difficulty: 2 – Moderate Question ID: TB_15_31_The Storm Gathers_Understand_LO 15.1 Topic: The Storm Gathers Skill: Understand the Connections Objective: 15.1 What developments and events drew the Union toward Civil War? 32) The Confederate Constitution was __________. a. a loose collection of ideas rather than a formally drafted document 241 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. very similar to the U.S. Constitution c. based on the British Constitution d. a subject of ongoing debate throughout the war e. a representation of the desires of reactionary extremists in the South Answer: B Difficulty: 2 – Moderate Question ID: TB_15_32_The Storm Gathers_Understand_LO 15.1 Topic: The Storm Gathers Skill: Understand the Connections Objective: 15.1 What developments and events drew the Union toward Civil War? 33) To secure the necessary troops for the war, both the North and the South __________. a. resorted to a draft b. forbade wealthy men to buy exemptions c. allowed women to join combat units d. hired mercenaries from Europe e. used "press gangs," coercion, and blackmail to obtain soldiers Answer: A Difficulty: 2 – Moderate Question ID: TB_15_33_Adjusting to Total War_Understand_LO 15.2 Topic: Adjusting to Total War Skill: Understand the Connections Objective: 15.2 What challenges did “total war” bring for each side?

34) Which statement best describes the disparity in resources between the North and the South during the Civil War? a. The North had more factories and industrial workers than the South. b. The value of industrial production was higher in the South. c. The South had more textiles and firearms factories. d. The South had more miles of railroad tracks than the North. e. The North was unable to access its immigrant population for manpower.

Answer: A Difficulty: 2 – Moderate Question ID: TB_15_34_Adjusting to Total War_Understand_LO 15.2 Topic: Adjusting to Total War Skill: Understand the Connections Objective: 15.2 What challenges did “total war” bring for each side?

35) During the war, the Confederate economy __________. a. managed to produce a surplus of industrial goods b. easily evaded the effects of the northern blockade c. suffered from severe inflation d. actually benefited from the Emancipation Proclamation e. boomed, as most do during war Answer: C 242 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_15_35_Adjusting to Total War_Understand_LO 15.2 Topic: Adjusting to Total War Skill: Understand the Connections Objective: 15.2 What challenges did “total war” bring for each side?

36) Lincoln was angry with General McClellan after the battle at Antietam because McClellan __________. a. retreated while he still had a chance to win the battle b. killed Robert E. Lee rather than taking him prisoner c. lost the battle, despite having a clear advantage in the field d. lost too many men in the battle, which weakened the Union army e. was slow to pursue Robert E. Lee after the battle and let Lee escape Answer: A Difficulty: 2 – Moderate Question ID: TB_15_36_Adjusting to Total War_Understand_LO 15.2 Topic: Adjusting to Total War Skill: Understand the Connections Objective: 15.2 What challenges did “total war” bring for each side?

37) Why did northern sentiment to free the slaves increase as the war dragged on? a. People began to realize that slavery was immoral. b. People recognized that emancipation could be used as a weapon against the South's economic and social systems. c. Congress thought it would be easier to reintegrate the southern states into the Union if slavery were abolished. d. Hatred for the South and the Confederacy had increased. e. Strategists thought that a northern emancipation law might goad southern military leaders into making tactical mistakes.

Answer: B Difficulty: 2 – Moderate Question ID: TB_15_37_Fight to the Finish_Understand_LO 15.3 Topic: Fight to the Finish Skill: Understand the Connections Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

38) How did the Emancipation Proclamation change how each side viewed the war? a. It made the South realize that slavery was not a sustainable system. b. It allowed both sides to focus exclusively on fighting. c. It made the South realize that it should reenter the United States and fight for slavery in Congress. d. It committed the North to abolishing slavery as a major aim of the war. e. It made the South realize that secession had not been necessary.

Answer: D

243 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_15_38_Fight to the Finish_Understand_LO 15.3 Topic: Fight to the Finish Skill: Understand the Connections Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

39) African American soldiers during the Civil War __________. a. received equal pay to their white counterparts throughout the war b. were mostly free blacks from the North c. served in integrated units under black officers d. participated disproportionately on the front line e. made a vital contribution to the North's victory Answer: E Difficulty: 2 – Moderate Question ID: TB_15_39_Fight to the Finish_Understand_LO 15.3 Topic: Fight to the Finish Skill: Understand the Connections Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

40) During the war, the North __________. a. was plagued by the lack of manufactured goods b. suffered from a weak railroad system c. was plagued by a series of violent antidraft riots d. finally overcame the problem of anti-African American racism e. slowly began to starve Answer: C Difficulty: 2 – Moderate Question ID: TB_15_40_Fight to the Finish_Understand_LO 15.3 Topic: Fight to the Finish Skill: Understand the Connections Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

41) What caused the New York Riot of July 1863? a. a combination of racial prejudice and class conflict b. a combination of fervent abolitionism and religious zeal c. a strong anti-immigrant sentiment d. economic desperation e. southern agitators who were trying to stir up trouble Answer: A Difficulty: 2 – Moderate Question ID: TB_15_41_Fight to the Finish_Understand_LO 15.3 Topic: Fight to the Finish Skill: Understand the Connections Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

42) What was the main reason for Lincoln's victory in the 1864 presidential campaign? a. The Democratic Party failed to offer a strong candidate.

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Brands, American Stories 3e Test Bank b. Northern morale was high throughout the war and Lincoln had few critics. c. Heavy northern losses rallied the Republican Party behind him. d. A string of northern victories rallied the Republican Party behind Lincoln. e. Lincoln ran unopposed.

Answer: D Difficulty: 2 – Moderate Question ID: TB_15_42_Fight to the Finish_Understand_LO 15.3 Topic: Fight to the Finish Skill: Understand the Connections Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

43) Which statement best characterizes Sherman's march through Georgia? a. Sherman defied Lincoln by refusing to implement a scorched-earth policy. b. Sherman destroyed almost anything of military or economic value in his path. c. Although he destroyed cities, Sherman was careful to do little damage to infrastructure. d. Sherman avoided major population centers in order to travel as quickly as possible. e. Sherman was careful not to alienate the local population.

Answer: B Difficulty: 2 – Moderate Question ID: TB_15_43_Fight to the Finish_Understand_LO 15.3 Topic: Fight to the Finish Skill: Understand the Connections Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

44) How did life change for women as a result of the Civil War? a. Men traumatized from the war were less choosy about partners for marriage. b. Northern women pushed the boundaries of their traditional roles. c. Women were forced into more subservient roles than they had previously occupied. d. Traditional gender inequalities were destroyed and women were seen as equals. e. Women gained the right to vote during the postwar period.

Answer: B Difficulty: 2 – Moderate Question ID: TB_15_44_Effects of the War_Understand_LO 15.4 Topic: Effects of the War Skill: Understand the Connections Objective: 15.4 How did the outcome of the war affect America socially and politically?

45) Which statement best describes the situation for women in the South after the Civil War? a. The South remained more conservative about women's role in society than the North. b. The South became more liberal about women's role in society than the North. c. The situation of women in southern society did not change as a result of the war. d. Women took the lead in criticizing the Confederate cause and repairing the relationship with the North. e. Southern women became less active in the economy and society as a result of the war.

Answer: A 245 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_15_45_Effects of the War_Understand_LO 15.4 Topic: Effects of the War Skill: Understand the Connections Objective: 15.4 How did the outcome of the war affect America socially and politically?

46) After the war, many working-class northern whites were __________. a. eyeing unoccupied agricultural land in the South and considering taking up farming b. fearful that the abolition of slavery would have negative effects on workers in general c. hopeful that the crusade against slavery could broaden into a movement to help workers in general d. unemployed, since the Confederate army had destroyed or disrupted so many northern industries e. feeling fierce anti-immigrant sentiments, since so few immigrants had supported the Union cause Answer: C Difficulty: 2 – Moderate Question ID: TB_15_46_Effects of the War_Understand_LO 15.4 Topic: Effects of the War Skill: Understand the Connections Objective: 15.4 How did the outcome of the war affect America socially and politically?

47) As a result of the Civil War, the United States became __________. a. a more highly organized country in which large corporations grew b. more reliant on individuals and small producers for economic progress c. more prone to emulate nostalgic representations of life in the Old South d. more socialistic, and began to address the needs of the poor and the disadvantaged e. militantly anti-corporation Answer: A Difficulty: 2 – Moderate Question ID: TB_15_47_Effects of the War_Understand_LO 15.4 Topic: Effects of the War Skill: Understand the Connections Objective: 15.4 How did the outcome of the war affect America socially and politically?

48) Some states, such as Arkansas, joined the Confederacy only after the attack at Fort Sumter because they __________. a. believed that secession was a constitutional right b. thought they could convince the South to reunite with the North c. believed it would enhance their economic situation d. thought they could convince the other states to abolish slavery e. believed they could convince the North to accept secession Answer: A Difficulty: 2 – Moderate Question ID: TB_15_48_The Storm Gathers_Analyze_LO 15.1 Topic: The Storm Gathers Skill: Analyze It Objective: 15.1 What developments and events drew the Union toward Civil War? 49) What was a key reason for the South's defeat in the Civil War? 246 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank a. The Confederacy lacked a single competent general to lead its troops. b. Southern planters were reluctant to start growing food crops instead of cash crops. c. Confederate armies lacked the conviction to fight a prolonged war with the North. d. The South was too industrialized to adapt well to a wartime economy. e. The northern troops were better individual soldiers than Confederate troops.

Answer: B Difficulty: 2 – Moderate Question ID: TB_15_49_Adjusting to Total War_Analyze_LO 15.2 Topic: Adjusting to Total War Skill: Analyze It Objective: 15.2 What challenges did “total war” bring for each side?2

50) How did the role of government change as a result of the Civil War? a. More power was given to local governments instead of the state and federal levels. b. The federal government became less involved in economic policy. c. All constitutional restrictions on federal government were dissolved. d. The federal government became recognized as supreme over state governments. e. State governments were confirmed as being supreme over the federal government.

Answer: D Difficulty: 2 – Moderate Question ID: TB_15_50_Effects of the War_Analyze_LO 15.4 Topic: Effects of the War Skill: Analyze It Objective: 15.4 How did the outcome of the war affect America socially and politically?

Essay Questions 51) What arguments did secessionists develop to justify leaving the Union? What problems did secession create for both the Buchanan and Lincoln administrations?

Difficulty: 3 – Difficult Question ID: TB_15_51_The Storm Gathers_Analyze_LO 15.1 Topic: The Storm Gathers Skill: Analyze It Objective: 15.1 What developments and events drew the Union toward Civil War? 52) Compare the adjustments the North and South made to meet the demands of total war. What factors gave the North the advantage?

Difficulty: 3 – Difficult Question ID: TB_15_52_Adjusting to Total War_Analyze_LO 15.2 Topic: Adjusting to Total War Skill: Analyze It Objective: 15.2 What challenges did “total war” bring for each side?

53) Compare Abraham Lincoln and Jefferson Davis as wartime leaders. How did each deal with contrary political realities?

247 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_15_53_Adjusting to Total War_Analyze_LO 15.2 Topic: Adjusting to Total War Skill: Analyze It Objective: 15.2 What challenges did “total war” bring for each side?

54) Evaluate the overall impact of emancipation on the outcome of the war.

Difficulty: 3 – Difficult Question ID: TB_15_54_Fight to the Finish_Analyze_LO 15.3 Topic: Fight to the Finish Skill: Analyze It Objective: 15.3 How did the Union finally attain victory, and what role did emancipation play in it?

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Brands, American Stories 3e Test Bank Chapter 16: The Agony of Reconstruction, 1865-1877 Multiple-Choice Questions 1) The term Reconstruction refers to the __________. a. period immediately following the Civil War b. attempt to rebuild Atlanta c. Gettysburg struggle d. treatment of African Americans after the Emancipation Proclamation e. attempt to change Confederate ideas about slavery Answer: A Difficulty: 1 – Easy Question ID: TB_16_01_Introduction—Robert Smalls and Black Politicians During Reconstruction_Remember Topic:Introduction—Robert Smalls and Black Politicians During Reconstruction Skill: Remember the Facts Objective: N/A 2) President Lincoln's Reconstruction plans were committed to __________. a. punish the South for provoking the Civil War b. racial equality for the freedmen c. sharing decisions with Congress on Reconstruction policies d. rapid readmission of the southern states to the Union e. protecting the rights of African Americans Answer: D Difficulty: 2 – Moderate Question ID: TB_16_02_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

3) Lincoln's response to the Wade-Davis Bill was to __________. a. accept it completely b. reluctantly support it c. express no opinion on it d. stop it with a pocket veto e. ask Congress to reconsider Answer: D Difficulty: 1 – Easy Question ID: TB_16_03_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

4) The man who became president of the United States after Lincoln's assassination was __________.

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Brands, American Stories 3e Test Bank a. Robert Smalls b. Andrew Johnson c. Ulysses S. Grant d. William H. Seward e. Andrew Jackson Answer: B Difficulty: 1 – Easy Question ID: TB_16_04_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

5) As early as 1863, Lincoln proposed a plan for restoring southern state governments if __________ percent of the 1860 voting population took a loyalty oath to the Union. a. 5 b. 10 c. 20 d. 25 e. 50 Answer: B Difficulty: 1 – Easy Question ID: TB_16_05_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

6) Which of the following required 50 percent of southern voters to take an oath of loyalty to the Union before the southern states could regain their status as states? a. Fourteenth Amendment b. Fifteenth Amendment c. Loyalty Act d. Tenure of Office Act e. Wade-Davis Bill Answer: E Difficulty: 2 – Moderate Question ID: TB_16_06_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

7) President Andrew Johnson was __________. a. loved by African Americans b. admired by wealthy southern planters c. opposed by Radical Republicans 250 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. temperate and compromising in his political activities e. determined to carry on with Lincoln's plans Answer: C Difficulty: 2 – Moderate Question ID: TB_16_07_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

8) President Andrew Johnson was a(n) __________. a. northerner b. Republican c. opponent of slaveowners d. great humanitarian e. member of the planter aristocracy Answer: C Difficulty: 2 – Moderate Question ID: TB_16_08_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

9) Which constitutional amendment abolished slavery? a. Thirteenth b. Fourteenth c. Fifteenth d. Sixteenth e. Seventeenth Answer: A Difficulty: 1 – Easy Question ID: TB_16_09_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

10) Andrew Johnson believed that Reconstruction should __________. a. guarantee that the southern ruling class would not return to power b. return the South to its prewar system, minus slavery c. treat the South as a conquered nation d. guarantee the political and civil rights of the freedmen e. go ahead as Lincoln had planned Answer: A 251 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_16_10_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

11) The first bill ever passed over a presidential veto was the __________. a. Wade-Davis Bill b. Freedmen's Bureau extension bill c. Civil Rights Act of 1866 d. Tenure of Office Act e. First Reconstruction Act Answer: C Difficulty: 2 – Moderate Question ID: TB_16_11_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

12) The federal agency designed to assist former slaves in making the economic adjustment to freedom was known as the __________. a. Freedmen's Bureau b. Department of Education c. African American Rights Association d. Liberty Association e. Southern Reconstruction Agency Answer: A Difficulty: 1 – Easy Question ID: TB_16_12_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

13) The congressional alternative to Andrew Johnson's Reconstruction program was the __________. a. Fourteenth Amendment b. Ten Percent Plan c. Wade-Davis Bill d. Civil Rights Act e. Freedman's Bureau bill Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_16_13_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

14) Which constitutional amendment was opposed by Andrew Johnson? a. Thirteenth b. Fourteenth c. Fifteenth d. Sixteenth e. Seventeenth Answer: B Difficulty: 1 – Easy Question ID: TB_16_14_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

15) Which constitutional amendment attempted to give civil rights to the former slaves? a. Thirteenth b. Fourteenth c. Fifteenth d. Sixteenth e. Seventeenth Answer: B Difficulty: 1 – Easy Question ID: TB_16_15_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

16) The South's refusal to ratify the Fourteenth Amendment __________. a. caused northern public opinion to question the Radicals' demands b. forced the Republicans to abolish the existing southern governments and give the vote to African Americans c. led to a general land reform of the South d. caused a thorough restructuring of southern society e. brought the Redeemers to power Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_16_16_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

17) The Reconstruction Acts __________. a. gave freedmen the power to protect themselves b. enhanced the power of state governments to protect the freedmen c. were supported only by Radical Republicans d. allowed southern states readmittance on the basis of the number of freedmen who could vote e. were actually a retreat from true radicalism Answer: E Difficulty: 2 – Moderate Question ID: TB_16_17_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

18) The First Reconstruction Act of 1867 __________. a. recognized the existing southern state governments as legitimate b. confiscated all property of ex-Confederates c. guaranteed the freedmen the right to vote in southern elections d. supported the Black Codes e. placed the South under military rule Answer: E Difficulty: 2 – Moderate Question ID: TB_16_18_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

19) Andrew Johnson was indicted by the House for his violation of the __________. a. Civil Rights Act of 1866 b. Tenure of Office Act c. Wade-Davis Bill d. Fourteenth Amendment e. Loyalty Act Answer: B

254 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_16_19_The President Versus Congress_Remember_LO 16.1 Topic: The President Versus Congress Skill: Remember the Facts Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

20) During Reconstruction, African Americans __________. a. were able to become independent farmers b. lived in integrated urban societies c. lived in a divided society d. had no opportunity for schooling e. left the South in overwhelming numbers Answer: C Difficulty: 2 – Moderate Question ID: TB_16_20_Reconstructing Southern Society_Remember_LO 16.2 Topic: Reconstructing Southern Society Skill: Remember the Facts Objective: 16.2 What problems did southern society face during Reconstruction?

21) Which group was not part of the southern coalition supporting Radical Reconstruction? a. businessmen interested in government funding b. poor white farmers from upland regions c. newly enfranchised African Americans d. white planters e. "scalawags" Answer: D Difficulty: 2 – Moderate Question ID: TB_16_21_Reconstructing Southern Society_Remember_LO 16.2 Topic: Reconstructing Southern Society Skill: Remember the Facts Objective: 16.2 What problems did southern society face during Reconstruction?

22) Which amendment to the Constitution states that no person can be denied the right to vote because of race, color, or previous condition of servitude? a. Eleventh b. Twelfth c. Thirteenth d. Fourteenth e. Fifteenth Answer: E Difficulty: 2 – Moderate Question ID: TB_16_22_Retreat from Reconstruction_Remember_LO 16.3 Topic: Retreat from Reconstruction Skill: Remember the Facts Objective: 16.3 Why did Reconstruction end?

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Brands, American Stories 3e Test Bank 23) The organization that symbolized most vividly the "white backlash" of the Reconstruction era was the __________. a. Union League b. Freedmen's Bureau c. Redeemers d. White Citizens Council e. Ku Klux Klan Answer: E Difficulty: 2 – Moderate Question ID: TB_16_23_Retreat from Reconstruction_Remember_LO 16.3 Topic: Retreat from Reconstruction Skill: Remember the Facts Objective: 16.3 Why did Reconstruction end?

24) The Redeemers __________. a. continued the policies established during Reconstruction b. offered new programs for working people and tenant farmers c. were loyal to the Union above all d. believed in the principles of laissez-faire and white supremacy e. were from the old planter aristocracy Answer: D Difficulty: 2 – Moderate Question ID: TB_16_24_Reunion and the New South_Remember_LO 16.4 Topic: Reunion and the New South Skill: Remember the Facts Objective: 16.4 Who benefited and who suffered from the reconciliation of the North and South?

25) Restrictions on black civil rights imposed by southern states after Reconstruction from 1876 to 1910 were known as __________. a. Black Codes b. the Code Noir c. the Compromise of 1877 d. Redeemer laws e. Jim Crow laws Answer: E Difficulty: 2 – Moderate Question ID: TB_16_25_Reunion and the New South_Remember_LO 16.4 Topic: Reunion and the New South Skill: Remember the Facts Objective: 16.4 Who benefited and who suffered from the reconciliation of the North and South?

26) What was Lincoln's view of Reconstruction? a. Amnesty would be granted to those southerners who had never willingly aided the Confederacy. b. Reconstruction would guarantee full political and civil equality for southern blacks. c. Congress would determine the terms for readmission of the seceded states. d. Pardon would be granted to all southerners taking an oath of allegiance and acknowledging the legality of emancipation.

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Brands, American Stories 3e Test Bank e. The President and Congress would work together on a bill to address how to readmit Confederate states to the Union.

Answer: D Difficulty: 2 – Moderate Question ID: TB_16_26_The President Versus Congress_Understand_LO 16.1 Topic: The President Versus Congress Skill: Understand the Connections Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

27) In implementing Johnson's plan, southern states __________. a. sometimes ignored Johnson’s plan altogether b. accepted it grudgingly or with qualifications c. required blacks have a job, but allowed them to choose their employer d. were required to grant suffrage to all men, black and white e. implemented Jim Crow laws to restrict the freedom of former slaves Answer: B Difficulty: 2 – Moderate Question ID: TB_16_27_The President Versus Congress_Understand_LO 16.1 Topic: The President Versus Congress Skill: Understand the Connections Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

28) What was the main implication behind Black Codes? a. Southerners were willing to allow African Americans legal equality. b. Southerners wanted African Americans to return to positions of servility. c. Southerners were interested in improving the education of the freedmen. d. The freedmen would be allowed to vote and participate in the political process. e. The idea of "separate but equal" was already established.

Answer: B Difficulty: 2 – Moderate Question ID: TB_16_28_The President Versus Congress_Understand_LO 16.1 Topic: The President Versus Congress Skill: Understand the Connections Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

29) After rejecting Johnson's Reconstruction plan, what was the basis of Congress's program? a. the social and moral regeneration of the South b. the confiscation and redistribution of land c. immediate enfranchisement of both the freedmen and ex-Confederates d. guarantees for the rights of all citizens with the Fourteenth Amendment e. granting pardons to members of the planter class who asked for them Answer: D 257 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_16_29_The President Versus Congress_Understand_LO 16.1 Topic: The President Versus Congress Skill: Understand the Connections Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

30) The main belief of the Radical Republicans was that __________. a. the process of Reconstruction should be completed quickly b. the South should be treated with sympathy and compassion c. Reconstruction policy should be initiated by the president d. there was an inherent equality between races e. the rights of freedmen should be ensured by the federal government Answer: E Difficulty: 2 – Moderate Question ID: TB_16_30_The President Versus Congress_Understand_LO 16.1 Topic: The President Versus Congress Skill: Understand the Connections Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

31) President Johnson antagonized Republicans in Congress by __________. a. calling for an extension of the Freedmen's Bureau b. supporting a civil rights bill to guarantee equality for African Americans c. urging confiscation and redistribution of southern land d. vetoing popular legislation e. insisting that anyone wanting readmission to the Union had to support the Fourteenth Amendment Answer: D Difficulty: 2 – Moderate Question ID: TB_16_31_The President Versus Congress_Understand_LO 16.1 Topic: The President Versus Congress Skill: Understand the Connections Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

32) What was a result of the congressional elections of 1866? a. Johnson's Reconstruction policies were vindicated at the polls. b. The Radical Republicans lost ground. c. Democrats gained control of Congress. d. The results served as a referendum for the Fourteenth Amendment. e. Johnson's reelection campaign got a big boost.

Answer: D

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_16_32_The President Versus Congress_Understand_LO 16.1 Topic: The President Versus Congress Skill: Understand the Connections Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

33) What was the meaning of "regeneration before Reconstruction"? a. restructuring southern state governments before readmission to the union b. funding the rehabilitation of those areas in the South damaged during the war c. transforming southern society, including land reform, before readmission d. repudiating the debts owed by the former Confederate states to the Union e. suspending military rule in the South until elections could take place Answer: C Difficulty: 2 – Moderate Question ID: TB_16_33_The President Versus Congress_Understand_LO 16.1 Topic: The President Versus Congress Skill: Understand the Connections Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

34) The House of Representatives impeached President Johnson because he __________. a. dismissed officers in the southern military districts b. challenged the Tenure in Office Act by removing the Secretary of War c. vetoed the Reconstruction Bill d. attempted to abolish the Freedmen's Bureau e. opposed the passage of the Fourteenth Amendment Answer: B Difficulty: 2 – Moderate Question ID: TB_16_34_The President Versus Congress_Understand_LO 16.1 Topic: The President Versus Congress Skill: Understand the Connections Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

35) Why was Johnson ultimately acquitted on the impeachment charges? a. He was cooperative with Congress. b. He received support from the Radical Republicans. c. Some Republicans feared that his removal would threaten the balance of power. d. He received support from most Democrats. e. He was innocent.

Answer: C

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_16_35_The President Versus Congress_Understand_LO 16.1 Topic: The President Versus Congress Skill: Understand the Connections Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

36) How did former slaves' ideas about their freedom conflict with ideas of northern allies? a. Their northern allies wanted freed blacks to continue working on plantations for white planters, but blacks did not want to return to plantation life. b. Freed blacks wanted to move to the North and begin new lives, but their northern allies felt they needed to stay in the South. c. Their northern allies felt that freed blacks should continue with their communal work system, but freed blacks wanted to become individual wage earners. d. Freed blacks wanted to move to new land of their own, while their northern allies felt they should remain on the land they were used to. e. Freed blacks wanted to continue with a family-based communal work system, but northerners wanted them to become individual wage earners.

Answer: E Difficulty: 2 – Moderate Question ID: TB_16_36_Reconstructing Southern Society_Understand_LO 16.2 Topic: Reconstructing Southern Society Skill: Understand the Connections Objective: 16.2 What problems did southern society face during Reconstruction?

37) Black Codes seemed like another form of slavery to African Americans because they __________. a. severely limited the legal and economic rights of blacks b. forced many blacks to work for whites for free c. made employment for blacks a crime d. restricted blacks to the plantations where they had formerly been enslaved e. encouraged whites to join the militia in order to suppress rights for blacks Answer: A Difficulty: 2 – Moderate Question ID: TB_16_37_Reconstructing Southern Society_Understand_LO 16.2 Topic: Reconstructing Southern Society Skill: Understand the Connections Objective: 16.2 What problems did southern society face during Reconstruction?

38) What did the African Americans elected to state or national office during Reconstruction demonstrate? a. There was a higher level of corruption among them than among their white counterparts. b. They had more integrity and competence than their white counterparts. c. They had a desire to implement radical social programs. d. They had a strong desire for harsh revenge on former slaveholders. e. They lacked education and that impeded their success.

Answer: B 260 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_16_38_Reconstructing Southern Society_Understand_LO 16.2 Topic: Reconstructing Southern Society Skill: Understand the Connections Objective: 16.2 What problems did southern society face during Reconstruction?

39) Most southern African Americans who held political power during Reconstruction __________. a. alienated whites by pushing for massive land restriction b. concentrated their efforts on educational and political reforms c. used the Freedmen's Bureau to oppress ex-Confederates d. pushed for educational integration e. were more corrupt than their white counterparts Answer: B Difficulty: 2 – Moderate Question ID: TB_16_39_Reconstructing Southern Society_Understand_LO 16.2 Topic: Reconstructing Southern Society Skill: Understand the Connections Objective: 16.2 What problems did southern society face during Reconstruction?

40) What was the general impression of Ulysses S. Grant by the public? a. He served as a dynamic and forceful president. b. He took strong actions to protect southern Republicans. c. He gained wide support among Democrats. d. He could not resolve the problems of the times. e. He was always considered above reproach.

Answer: D Difficulty: 2 – Moderate Question ID: TB_16_40_Retreat from Reconstruction_Understand_LO 16.3 Topic: Retreat from Reconstruction Skill: Understand the Connections Objective: 16.3 Why did Reconstruction end?

41) Why were some American women angered by the Fifteenth Amendment? a. It gave voting rights only to white women, but not to African American women. b. White women did not want African Americans to have the right to vote. c. It gave voting rights to black men, but not to any women. d. It did not make poll taxes or literacy tests illegal. e. It allowed African Americans to vote in the North and South, but white women could vote only in the North.

Answer: C Difficulty: 2 – Moderate Question ID: TB_16_41_Retreat from Reconstruction_Understand_LO 16.3 Topic: Retreat from Reconstruction Skill: Understand the Connections Objective: 16.3 Why did Reconstruction end?

42) What was the main reason for the Ku Klux Klan's success in the South after 1868?

261 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank a. popular support from whites of all social classes for white supremacy b. its centralized political organization c. its support from the southern state Republican governments d. the persistent threat of a violent black uprising against the white planter class e. the Force Act, which protected terrorist groups like the Klan from being arrested Answer: A Difficulty: 2 – Moderate Question ID: TB_16_42_Retreat from Reconstruction_Understand_LO 16.3 Topic: Retreat from Reconstruction Skill: Understand the Connections Objective: 16.3 Why did Reconstruction end?

43) What is significant about the result of the disputed election of 1876? a. It was the last Radical victory. b. It meant the end of Reconstruction. c. It marked the beginning of national Democratic ascendency. d. It demonstrated the political power of southern African Americans. e. It was resolved more quickly than anyone expected.

Answer: B Difficulty: 2 – Moderate Question ID: TB_16_43_Reunion and the New South_Understand_LO 16.4 Topic: Reunion and the New South Skill: Understand the Connections Objective: 16.4 Who benefited and who suffered from the reconciliation of the North and South?

44) What did Republican leaders agree to do in order to ensure the election of Rutherford Hayes? a. offer lucrative positions to members of the electoral commission b. end federal support for southern radical regimes c. support fraudulent elections with federal troops d. continue federal support for southern radical regimes e. let Democrats take over all southern governments Answer: B Difficulty: 2 – Moderate Question ID: TB_16_44_Reunion and the New South_Understand_LO 16.4 Topic: Reunion and the New South Skill: Understand the Connections Objective: 16.4 Who benefited and who suffered from the reconciliation of the North and South?

45) In what way did white farmers also suffer from the new southern governments run by the Redeemers? a. They were often denied the right to vote and were intimidated at the polls. b. They were forced to pay high taxes on any imported goods from the North. c. They were not allowed to own property and could only work for rich planters. d. They could not borrow any federal money and were forced to give up their farms. e. They were forced into deeper debt due to the crop lien system that favored local merchants.

Answer: E 262 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_16_45_Reunion and the New South_Understand_LO 16.4 Topic: Reunion and the New South Skill: Understand the Connections Objective: 16.4 Who benefited and who suffered from the reconciliation of the North and South?

46) How did the Redeemers restrict the voting rights of blacks in the late 1870s and early 1880s? a. Blacks were not allowed to vote at all and were kept away from the polls. b. Any blacks voting for Democrats had their votes discarded. c. If blacks tried to vote for Republicans, they were intimidated and threatened. d. Blacks could only vote if they paid a fee to the Republican candidates. e. Blacks risked losing their jobs if they tried to vote for any non-Republican candidates.

Answer: C Difficulty: 2 – Moderate Question ID: TB_16_46_Reunion and the New South_Understand_LO 16.4 Topic: Reunion and the New South Skill: Understand the Connections Objective: 16.4 Who benefited and who suffered from the reconciliation of the North and South?

47) What was the legacy of Reconstruction for most African Americans? a. the benefits of freedom b. poverty and discrimination c. land ownership d. skilled factory jobs e. successful entry into politics Answer: B Difficulty: 2 – Moderate Question ID: TB_16_47_Reunion and the New South_Understand_LO 16.4 Topic: Reunion and the New South Skill: Understand the Connections Objective: 16.4 Who benefited and who suffered from the reconciliation of the North and South?

48) How might Reconstruction have been different if Lincoln had not been assassinated? a. African Americans might have gained political and economic rights sooner, since Lincoln was a strong supporter of equal rights for all Americans. b. Terrorist groups like the Ku Klux Klan would not have developed in the South. c. Women would also have gained the right to vote, since Lincoln would have encouraged this in the Fifteenth Amendment. d. Lincoln would have refused to allow any former Confederates to participate in Republican government. e. Since Lincoln had showed some flexibility with Congress before, it is possible that he could have worked with the Radical Republicans on a compromise plan.

Answer: E

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_16_48_The President Versus Congress_Analyze_LO 16.1 Topic: The President Versus Congress Skill: Analyze It Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

49) Why did Andrew Johnson particularly resist the Civil Rights Act of 1866 and the Fourteenth Amendment? a. Johnson felt that these laws did not grant full equal rights to African Americans, and thus pushed for further legislation, which ultimately became the Fifteenth Amendment. b. Johnson strongly supported states' rights and felt that these laws did not allow states to manage their own affairs regarding the rights of their citizens. c. Johnson felt that by stating the rights of African Americans, southern state governments would be able to exploit legal loopholes. d. Johnson believed that his Republican supporters would never vote for him again if he supported equal rights for African Americans. e. Johnson knew that these laws would only encourage terrorist organizations to form in opposition to them.

Answer: B Difficulty: 2 – Moderate Question ID: TB_16_49_The President Versus Congress_Analyze_LO 16.1 Topic: The President Versus Congress Skill: Analyze It Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

50) How did African Americans end up paying the heaviest price for the sectional reunion after Reconstruction? a. African Americans lost an enormous amount of wealth and property during Reconstruction and by the end were reduced to poverty. b. Congress made no efforts to address the rights of African Americans in their attempts to repair the damaged South during Reconstruction. c. Although African Americans saw signs of equal rights at the start of Reconstruction, once it ended many of these rights were not enforceable. d. Many laws were passed by Congress during Reconstruction that deliberately restricted the rights of newly freed slaves. e. African Americans who left the South for the North after the Civil War found that their rights there were slowly being restricted as Reconstruction progressed.

Answer: C Difficulty: 2 – Moderate Question ID: TB_16_50_Reunion and the New South_Analyze_LO 16.4 Topic: Reunion and the New South Skill: Analyze It Objective: 16.4 Who benefited and who suffered from the reconciliation of the North and South?

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Brands, American Stories 3e Test Bank Essay Questions 51) Analyze the political struggle between the presidency and the Congress over how to reconstruct the Union. What was at stake in this contest?

Difficulty: 3 – Difficult Question ID: TB_16_51_The President Versus Congress_Analyze_LO 16.1 Topic: The President Versus Congress Skill: Analyze It Objective: 16.1 What conflicts arose consecutively involving President Lincoln and then President Johnson and Congress during Reconstruction?

52) Why did the South have such a difficult time restoring its economy? How did sharecropping reduce many blacks and poor whites to permanent tenant-farmer status?

Difficulty: 3 – Difficult Question ID: TB_16_52_Reconstructing Southern Society_Analyze_LO 16.2 Topic: Reconstructing Southern Society Skill: Analyze It Objective: 16.2 What problems did southern society face during Reconstruction?

53) What groups comprised the southern Republican Party during Reconstruction? What motivated each to support the Republicans? Why did the southern Republican Party fail?

Difficulty: 3 – Difficult Question ID: TB_16_53_Reconstructing Southern Society_Analyze_LO 16.2 Topic: Reconstructing Southern Society / Retreat from Reconstruction Skill: Analyze It Objective: 16.2 What problems did southern society face during Reconstruction?, 16.3 Why did Reconstruction end?

54) What was the role of the North in the failure of Reconstruction?

Difficulty: 3 – Difficult Question ID: TB_16_54_Retreat from Reconstruction_Analyze_LO 16.3 Topic: Retreat from Reconstruction Skill: Analyze It Objective: 16.3 Why did Reconstruction end?

265 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank

Chapter 17: The West: Exploiting an Empire, 1849-1902 Multiple-Choice Questions 1) On the Great Plains, rainfall averaged __________. a. more than 100 inches a year b. less than five inches a year c. less than 20 inches a year d. more than 200 inches a year e. less than ten inches a year Answer: C Difficulty: 1 – Easy Question ID: TB_17_01_Beyond the Frontier_Remember_LO 17.1 Topic: Beyond the Frontier Skill: Remember the Facts Objective: 17.1 What were the challenges of settling the country west of the Mississippi?

2) In 1865, the number of Native Americans living in the West was __________. a. 10,000 b. 250,000 c. 500,000 d. 750,000 e. 1,000,000 Answer: B Difficulty: 1 – Easy Question ID: TB_17_02_Crushing the Native Americans_Remember_LO 17.2 Topic: Crushing the Native Americans Skill: Remember the Facts Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

3) Which of the following tribes were peaceful farmers and herdsmen? a. the Sioux b. the Kiowas c. the Seminoles d. the Pueblos e. the Comanches Answer: D Difficulty: 1 – Easy Question ID: TB_17_03_Crushing the Native Americans_Remember_LO 17.2 Topic: Crushing the Native Americans Skill: Remember the Facts Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

4) By 1880, there were approximately __________ Native Americans in California. a. 20,000 266 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. 30,000 c. 40,000 d. 50,000 e. 60,000 Answer: A Difficulty: 2 – Moderate Question ID: TB_17_04_Crushing the Native Americans_Remember_LO 17.2 Topic: Crushing the Native Americans Skill: Remember the Facts Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

5) By the mid-nineteenth century, two-thirds of Native American tribes lived on the Great Plains, including the __________. a. Hopi b. Cherokee c. Sioux d. Chinook e. Zuni Answer: C Difficulty: 2 – Moderate Question ID: TB_17_05_Crushing the Native Americans_Remember_LO 17.2 Topic: Crushing the Native Americans Skill: Remember the Facts Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

6) The Plains tribes were __________. a. sedentary and pacific b. fishermen and farmers c. nomadic and warlike d. practitioners of human sacrifice e. builders of great cities Answer: C Difficulty: 2 – Moderate Question ID: TB_17_06_Crushing the Native Americans_Remember_LO 17.2 Topic: Crushing the Native Americans Skill: Remember the Facts Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

7) The socioeconomic life of the Plains tribes revolved around __________. a. the sun b. grain cultivation c. the buffalo d. the elk e. war Answer: C 267 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_17_07_Crushing the Native Americans_Remember_LO 17.2 Topic: Crushing the Native Americans Skill: Remember the Facts Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

8) After the buffalo, the most important animal to the Plains Indians was the __________. a. dog b. elk c. deer d. horse e. jackrabbit Answer: D Difficulty: 1 – Easy Question ID: TB_17_08_Crushing the Native Americans_Remember_LO 17.2 Topic: Crushing the Native Americans Skill: Remember the Facts Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

9) In the 1850s, government policy toward the Plains tribes was to __________. a. exterminate them b. define boundaries for each tribe and sign treaties with them c. give each Native American "40 acres and a mule" for farming d. provoke intertribal warfare e. ignore them and hope they would eventually die out Answer: B Difficulty: 2 – Moderate Question ID: TB_17_09_Crushing the Native Americans_Remember_LO 17.2 Topic: Crushing the Native Americans Skill: Remember the Facts Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

10) The Sand Creek massacre of 1864 was led by __________. a. William J. Fetterman b. George Custer c. William Sherman d. John Chivington e. Joseph Smith Answer: D Difficulty: 1 – Easy Question ID: TB_17_10_Crushing the Native Americans_Remember_LO 17.2 Topic: Crushing the Native Americans Skill: Remember the Facts Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

11) One of the greatest Native American victories over the U.S. Army was the __________. a. Battle of Wounded Knee 268 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. Battle of Sand Creek c. Battle of Little Big Horn d. Fetterman Massacre e. "Trail of Tears" Answer: C Difficulty: 1 – Easy Question ID: TB_17_11_Crushing the Native Americans_Remember_LO 17.2 Topic: Crushing the Native Americans Skill: Remember the Facts Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

12) By the late 1880s, a popular new cult among the Native American Plains tribes was __________. a. the Ghost Dance b. the Sun Dance c. human sacrifice d. Catholicism e. the Great White Father Answer: A Difficulty: 1 – Easy Question ID: TB_17_12_Crushing the Native Americans_Remember_LO 17.2 Topic: Crushing the Native Americans Skill: Remember the Facts Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

13) Beginning in 1871, the U.S. government __________. a. stopped dealing with Native American tribes as sovereign nations b. started dealing with Native American tribes as sovereign nations c. tried to restore lands to Native Americans d. rejected the Dawes Act e. began a systematic slaughter of all Native Americans still living in tribes Answer: A Difficulty: 2 – Moderate Question ID: TB_17_13_Crushing the Native Americans_Remember_LO 17.2 Topic: Crushing the Native Americans Skill: Remember the Facts Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

14) The final blow to Native American tribal life on the Plains was __________. a. the deaths of the major Native American leaders b. the extermination of the buffalo herds c. incessant tribal warfare d. the reservation system e. the introduction of crop farming Answer: B

269 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_17_14_Crushing the Native Americans_Remember_LO 17.2 Topic: Crushing the Native Americans Skill: Remember the Facts Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

15) The first migrations westward __________. a. headed for the Middle Plains region b. focused on the Southwest c. rushed to Oregon and California d. followed the traditional path of earlier settlers e. steered toward the Great Lakes region Answer: C Difficulty: 2 – Moderate Question ID: TB_17_15_Settlement of the West_Remember_LO 17.3 Topic: Settlement of the West Skill: Remember the Facts Objective: 17.3 Why did Americans and others move to the West?

16) A dominant issue in the western Great Plains was control of __________. a. gold and silver mines b. grazing rights c. water d. the land e. the routes of the great cattle drives Answer: C Difficulty: 2 – Moderate Question ID: TB_17_16_Settlement of the West_Remember_LO 17.3 Topic: Settlement of the West Skill: Remember the Facts Objective: 17.3 Why did Americans and others move to the West?

17) A common sight for pioneers heading west on the Oregon and other trails was __________. a. the bleached bones of those who had gone before b. menacing bands of hostile Indians c. piles of trash discarded by previous travelers d. towns where gambling and drinking predominated e. cattle drives heading north Answer: C Difficulty: 2 – Moderate Question ID: TB_17_17_Settlement of the West_Remember_LO 17.3 Topic: Settlement of the West Skill: Remember the Facts Objective: 17.3 Why did Americans and others move to the West?

18) The largest landowners in the West were __________. a. railroad companies 270 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. immigrants c. eastern settlers d. Native Americans e. Mexicans Answer: A Difficulty: 2 – Moderate Question ID: TB_17_18_Settlement of the West_Remember_LO 17.3 Topic: Settlement of the West Skill: Remember the Facts Objective: 17.3 Why did Americans and others move to the West?

19) The 1902 federal law to use the proceeds from land sales to finance irrigation projects in the West was the __________. a. National Reclamation Act b. Timber Culture Act c. Timber and Stone Act d. Homestead Act e. Western Watering Act Answer: A Difficulty: 2 – Moderate Question ID: TB_17_19_Settlement of the West_Remember_LO 17.3 Topic: Settlement of the West Skill: Remember the Facts Objective: 17.3 Why did Americans and others move to the West?

20) __________ was the first major industry to attract large numbers of people to the West. a. Cattle ranching b. Farming c. Fur trapping d. Herding e. Mining Answer: E Difficulty: 2 – Moderate Question ID: TB_17_20_The Bonanza West_Remember_LO 17.4 Topic: The Bonanza West Skill: Remember the Facts Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

21) The origins of the western cattle industry lay in __________. a. Mexico b. Spain c. New England d. the plantation South e. the Midwest Answer: A 271 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_17_21_The Bonanza West_Remember_LO 17.4 Topic: The Bonanza West Skill: Remember the Facts Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

22) The individual largely responsible for developing the "trail drive" was __________. a. William Hickok b. Joseph G. McCoy c. Charles Goodnight d. Henry Comstock e. Hank Chisolm Answer: B Difficulty: 2 – Moderate Question ID: TB_17_22_The Bonanza West_Remember_LO 17.4 Topic: The Bonanza West Skill: Remember the Facts Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

23) Approximately 50 percent of cowboys driving the great herds from Texas to city markets in the 1870s were __________. a. Asian Americans b. African Americans and Mexicans c. Europeans d. Native Americans e. women Answer: B Difficulty: 2 – Moderate Question ID: TB_17_23_The Bonanza West_Remember_LO 17.4 Topic: The Bonanza West Skill: Remember the Facts Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

24) The so-called "final fling" of settlement on the frontier occurred in __________. a. California b. Oklahoma c. Missouri d. Oregon e. Arizona Answer: B Difficulty: 2 – Moderate Question ID: TB_17_24_The Bonanza West_Remember_LO 17.4 Topic: The Bonanza West Skill: Remember the Facts Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

25) Frederick Jackson Turner was __________.

272 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank a. founder of the National Grange b. the historian who first developed the frontier thesis c. the most notorious of the western badmen d. the discoverer of the Comstock Lode e. a famous wagon train boss Answer: B Difficulty: 1 – Easy Question ID: TB_17_25_The Bonanza West_Remember_LO 17.4 Topic: The Bonanza West Skill: Remember the Facts Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

26) What was challenging about settling the land west of the Mississippi River in the late 1800s? a. The region got little rainfall, and there was little lumber available for housing. b. The region was frequently flooded by its rivers, which made farming it difficult. c. The Great Plains had many deserts, and this made travel and farming difficult. d. The region had various Native American groups who would not leave their land. e. The Great Plains were known for their severe and unpredictable weather patterns.

Answer: A Difficulty: 2 – Moderate Question ID: TB_17_26_Beyond the Frontier_Understand_LO 17.1 Topic: Beyond the Frontier Skill: Understand the Connections Objective: 17.1 What were the challenges of settling the country west of the Mississippi?

27) The Plains Indians __________. a. were organized into one large and powerful tribal group b. were an insignificant proportion of the total Native American population in the United States in 1870 c. were a complex of tribes, cultures, and bands that assigned most work on the basis of gender d. were at a distinct disadvantage when fighting whites because of their weapons e. had advanced farming techniques and complex building structures Answer: C Difficulty: 2 – Moderate Question ID: TB_17_27_Crushing the Native Americans_Understand_LO 17.2 Topic: Crushing the Native Americans Skill: Understand the Connections Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

28) A factor in the U.S. government abandonment of the policy of one large reservation after 1851 was __________. a. to enable wagon trains needed to cross the Great Plains without hindrances b. a push by Southerners to allow slavery in the western territories c. that Indians had traditional rivalries and needed to be kept apart d. a desire to foster traditional Native American culture e. the difficulty in finding large enough tracts of unsettled land 273 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 2 – Moderate Question ID: TB_17_28_Crushing the Native Americans_Understand_LO 17.2 Topic: Crushing the Native Americans Skill: Understand the Connections Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

29) Government policy toward Native Americans in the 1860s __________. a. ignored or opposed tribal organization b. was consistent but not successful because of tribal organization c. was formulated by humanitarians who wanted to preserve tribal organization d. was a failure because the Indians insisted on being farmers e. was based on a system of hierarchy toward various groups Answer: A Difficulty: 2 – Moderate Question ID: TB_17_29_Crushing the Native Americans_Understand_LO 17.2 Topic: Crushing the Native Americans Skill: Understand the Connections Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

30) Some American reformers were against segregating Native Americans on reservations because they believed that __________. a. Native Americans should be sent to the North where they could live freely b. reservations took too much land away from white settlers c. Native Americans should be allowed to live their traditional lifestyles in the West d. Native Americans should be assimilated into white American culture e. reservations should include both Native Americans and white settlers Answer: D Difficulty: 2 – Moderate Question ID: TB_17_30_Crushing the Native Americans_Understand_LO 17.2 Topic: Crushing the Native Americans Skill: Understand the Connections Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

31) How did the Dawes Severalty Act try to "civilize" the Indians? a. by turning them into landowning ranchers and farmers b. by making public education compulsory on reservations c. by threatening to exterminate Indians if they refused to adopt white culture d. by sending Christian missionaries to convert Indians e. by arranging for their children to be fostered out to white families Answer: A Difficulty: 2 – Moderate Question ID: TB_17_31_Crushing the Native Americans_Understand_LO 17.2 Topic: Crushing the Native Americans Skill: Understand the Connections Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

274 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 32) Which of the following was part of the national government's policy toward Native Americans from the early 1870s to the mid-1880s? a. working to assimilate Native Americans into the larger American culture b. encouraging Native American tribal customs and ceremonies c. seizing individual Native American’s parcels of land d. assimilating Native Americans into urban life e. sending Native American children to integrated public schools in nearby towns Answer: A Difficulty: 2 – Moderate Question ID: TB_17_32_Crushing the Native Americans_Understand_LO 17.2 Topic: Crushing the Native Americans Skill: Understand the Connections Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

33) Why did most settlers move west between 1870 and 1900? a. to seek freedom from religious persecution b. to escape the drab routine of factory life c. to escape the diseased conditions of crowded eastern cities d. to improve their economic situation e. to escape from invading Native American groups Answer: D Difficulty: 2 – Moderate Question ID: TB_17_33_Crushing the Native Americans_Understand_LO 17.2 Topic: Settlement of the West Skill: Understand the Connections Objective: 17.3 Why did Americans and others move to the West?

34) Which of the following phrases describes the journey westward for most settlers? a. All members of the journey had tasks to fulfill on the trail. b. Only men migrated westward. c. Most settlers tried to make the journey as quickly as possible. d. The journey was easier for men than for women. e. It was a disciplined and efficient enterprise.

Answer: A Difficulty: 2 – Moderate Question ID: TB_17_34_Settlement of the West_Understand_LO 17.3 Topic: Settlement of the West Skill: Understand the Connections Objective: 17.3 Why did Americans and others move to the West?

35) Why is it inaccurate to say that everyone who settled in the American West in the 1870s and 1880s traveled westward? a. Many people in the Northwest traveled southeast to the Great Plains. b. Mexicans traveled north and Asians traveled east to settle in the West. c. Mexicans traveled east from California to settle in the Great Plains. d. Western Europeans traveled east in order to settle in the West. e. Asians in the west traveled east to reach the Great Plains.

275 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: B Difficulty: 2 – Moderate Question ID: TB_17_35_Settlement of the West_Understand_LO 17.3 Topic: Settlement of the West Skill: Understand the Connections Objective: 17.3 Why did Americans and others move to the West?

36) Why did the Homestead Act of 1862 fail? a. It charged too much for government land. b. The land allotments were insufficient for farming arid land. c. It did not adequately convert Native Americans to farming. d. Gold was discovered on land set aside for farming. e. Too few settlers were willing to migrate to the West.

Answer: B Difficulty: 2 – Moderate Question ID: TB_17_36_Settlement of the West_Understand_LO 17.3 Topic: Settlement of the West Skill: Understand the Connections Objective: 17.3 Why did Americans and others move to the West?

37) How did the National Reclamation Act help settlement in the west? a. It restricted immigration from Asia and parts of Europe so that there would be more land for easterners moving west. b. It reclaimed hundreds of acres of land from Native Americans and made it available to white settlers. c. It restricted cattle to specific areas of land, so that farmers would have more land for cultivation. d. It gave 160 acres of land to anyone who would pay a registration fee and cultivate the land for five years. e. It financed irrigation projects, such as dams and canals, which brought water to the area.

Answer: E Difficulty: 2 – Moderate Question ID: TB_17_37_Settlement of the West_Understand_LO 17.3 Topic: Settlement of the West Skill: Understand the Connections Objective: 17.3 Why did Americans and others move to the West?

38) Why was the late-nineteenth-century southwestern frontier largely Spanish American? a. The heavy Spanish influence there was due to the original Spanish settlers. b. There were very few Anglo Americans who wanted to settle the southwest. c. It was originally part of Mexico, and many Mexicans still had communities there. d. Mexico did not allow people from the eastern United States to settle there. e. English settlers were reluctant to learn Spanish, so they settled elsewhere.

Answer: A

276 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_17_38_Settlement of the West_Understand_LO 17.3 Topic: Settlement of the West Skill: Understand the Connections Objective: 17.3 Why did Americans and others move to the West?

39) Why did "instant cities" arise in the West in the late nineteenth century? a. City builders rushed to the West to take advantage of the cheap land. b. People rushed to the West for economic opportunities, and cities sprang up quickly. c. Easterners were anxious to replicate the cities they had left and built quickly. d. Building materials were so cheap that it made sense to build an entire city instantly instead of letting it develop over time. e. White settlers took over western settlements that had already been built by Native Americans.

Answer: B Difficulty: 2 – Moderate Question ID: TB_17_39_The Bonanza West_Understand_LO 17.4 Topic: The Bonanza West Skill: Understand the Connections Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

40) What was significant about the Big Bonanza? a. It made Henry Comstock the richest man in the world. b. It was the largest wheat farm on the Great Plains. c. It was discovered near Pike's Peak in California. d. It was the richest discovery in the history of mining. e. It indirectly led to an uprising of Sioux Indians.

Answer: D Difficulty: 2 – Moderate Question ID: TB_17_40_The Bonanza West_Understand_LO 17.4 Topic: The Bonanza West Skill: Understand the Connections Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

41) Why did the number of Chinese immigrants fall drastically in the late nineteenth century? a. Chinese laborers were treated so poorly in the West that fewer immigrants wanted to come to the United States. b. China severely restricted immigration to the United States beginning in the 1880s. c. The Homestead Act did not apply to Chinese immigrants and thus there was no land available for them. d. Many Chinese laborers found better work in Europe than in the United States. e. The Chinese Exclusion Act of 1882 suspended immigration of Chinese laborers.

Answer: E Difficulty: 2 – Moderate Question ID: TB_17_41_The Bonanza West_Understand_LO 17.4 Topic: The Bonanza West Skill: Understand the Connections Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

277 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 42) Which of the following stimulated the western cattle industry? a. court decisions that allowed livestock to be transported across state lines b. the discovery of precious metals, which made money available for investment in ranching c. railroads and a population increase in the eastern United States d. a decline in the amount of beef imported to the United States e. dietary changes in the eastern United States Answer: C Difficulty: 2 – Moderate Question ID: TB_17_42_The Bonanza West_Understand_LO 17.4 Topic: The Bonanza West Skill: Understand the Connections Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

43) By the late nineteenth century, ranching was changing as __________. a. ranchers were fencing off their lands b. experienced cowboys abandoned ranches in favor of factory jobs c. ranches were getting smaller d. ranchers switched to farming corn e. cattle shipped from Mexico became cheaper than American cattle Answer: A Difficulty: 2 – Moderate Question ID: TB_17_43_The Bonanza West_Understand_LO 17.4 Topic: The Bonanza West Skill: Understand the Connections Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

44) What was the primary cause of the increase of farmers in the West after the Civil War? a. the decline of ranching b. failed miners looking for new opportunities c. the belief in economic opportunity by many Americans d. an increase in the birthrate of the western farmers e. advances in farming by irrigation Answer: C Difficulty: 2 – Moderate Question ID: TB_17_44_The Bonanza West_Understand_LO 17.4 Topic: The Bonanza West Skill: Understand the Connections Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

45) How did barbed wire transform the lives of farmers on the Great Plains? a. It allowed farmers to establish the boundaries of their farms, which previously had not been possible. b. It made it possible for farmers to leave their farms for extended periods of time. c. It helped farmers get cattle to northern markets along the cattle trails. d. It kept Native Americans away from their farms so that their land was protected. e. It allowed farmers to pen their animals and keep other animals off their land.

Answer: E 278 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_17_45_The Bonanza West_Understand_LO 17.4 Topic: The Bonanza West Skill: Understand the Connections Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

46) What was one of the results of the rapid increase in cultivated acreage during the latter half of the nineteenth century? a. higher tariffs on farm products b. lower prices for farm products c. a decrease in demand for farm machinery d. an increase in land values e. a decrease in land values Answer: B Difficulty: 2 – Moderate Question ID: TB_17_46_The Bonanza West_Understand_LO 17.4 Topic: The Bonanza West Skill: Understand the Connections Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

47) The Grange was originally founded in 1867 to __________. a. provide social, cultural, and educational activities for farmers b. allow farmers to have a say in government c. organize farmers into a union for collective bargaining d. keep peace between farmers and cattlemen in the West e. provide collective insurance for farmers and their land Answer: A Difficulty: 2 – Moderate Question ID: TB_17_47_The Bonanza West_Understand_LO 17.4 Topic: The Bonanza West Skill: Understand the Connections Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

48) What was the debate in the 1860s between whites in the East and whites in the West over what to do about Native Americans? a. Easterners wanted a peaceful policy of assimilation, while those in the West, who feared attacks, wanted a firmer control over Native Americans. b. Easterners wanted Native Americans to be segregated on reservations, while those in the West wanted Native Americans to be assimilated into white society. c. Easterners wanted Native Americans to move further west, while westerners believed they should be allowed to stay where they were. d. Easterners felt that until Native Americans were fully controlled, they could not have any rights, whereas westerners wanted them to have equal rights. e. Easterners felt that Native Americans should be allowed to live their traditional nomadic lifestyles, while westerners wanted them to be assimilated into American culture.

Answer: A 279 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_17_48_Crushing the Native Americans_Analyze_LO 17.2 Topic: Crushing the Native Americans Skill: Analyze It Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

49) What does the following quotation mean with regard to western migration: "The quest for something new would take place in the context of the very familiar"? a. Families would only migrate to the West after they had sent an individual ahead who would report back to them. b. People only migrated in family groups if they already had family established out West. c. Families tended to travel back and forth between their old homes and their new homes until they felt entirely comfortable out West. d. Most families who traveled to the West had experience with migration before, and thus the trip was nothing new to them. e. People made every effort to keep their migration experience as familiar as possible, including traveling in family groups.

Answer: E Difficulty: 2 – Moderate Question ID: TB_17_49_Settlement of the West_Analyze_LO 17.3 Topic: Settlement of the West Skill: Analyze It Objective: 17.3 Why did Americans and others move to the West?

50) How do the views of "new Western historians" contrast with Frederick Jackson Turner's thesis about the westward migration? a. Turner viewed the migration as a fluid back and forth between the East and West, but new historians point out that very few families who migrated west returned east. b. Turner viewed the migration as a mix of cultures struggling to get along with Native Americans, but new historians point out that many Native Americans were helpful to the new settlers. c. Turner saw the migration as a wave of white migrants who traveled west, but new historians look at it as a set of various groups moving in many directions and interacting with each other. d. Turner saw the migration as a long process, but new historians have pointed out that the entire wave of migration was very concentrated and took place over a relatively short period of time. e. Turner viewed the migration as a very negative experience for the travelers, but new historians point out that the experience was both positive and negative.

Answer: C Difficulty: 2 – Moderate Question ID: TB_17_50_Settlement of the West_Analyze_LO 17.3 Topic: Settlement of the West Skill: Analyze It Objective: 17.3 Why did Americans and others move to the West?

Essay Questions 51) What factors contributed to the defeat of the Plains Indians?

280 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_17_51_Crushing the Native Americans_Analyze_LO 17.2 Topic: Crushing the Native Americans Skill: Analyze It Objective: 17.2 How did white Americans crush the culture of the Native Americans as they moved west?

52) What government policies facilitated the settlement and development of the West?

Difficulty: 3 – Difficult Question ID: TB_17_52_Settlement of the West_Analyze_LO 17.3 Topic: Settlement of the West Skill: Analyze It Objective: 17.3 Why did Americans and others move to the West?

53) How did the environment of the Great Plains differ from that of the eastern United States? What problems did this pose for farmers?

Difficulty: 3 – Difficult Question ID: TB_17_53_Settlement of the West_Analyze_LO 17.3 Topic: Settlement of the West / The Bonanza West Skill: Analyze It Objective: 17.3 Why did Americans and others move to the West?, 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

54) Contrast life on the western frontier for the miner, the cattleman, and the farmer. What social and economic factors contributed to the lifestyle developed by each group?

Difficulty: 3 – Difficult Question ID: TB_17_54_The Bonanza West_Analyze_LO 17.4 Topic: The Bonanza West Skill: Analyze It Objective: 17.4 Why was the West a bonanza of dreams and get-rich-quick schemes?

281 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank

Chapter 18: The Industrial Society, 1850-1901 Multiple-Choice Questions 1) The most important advances in industrialization __________. a. occurred during the last third of the nineteenth century b. were developed during the Civil War c. had developed in western Europe by 1800 d. had little effect on the American economy e. began in the first years of the twentieth century Answer: A Difficulty: 1 – Easy Question ID: TB_18_01_Introduction—A Machine Culture_Remember Topic: Introduction—A Machine Culture Skill: Remember the Facts Objective: N/A 2) American industrial growth was concentrated in the __________. a. Southwest b. Northeast c. Pacific d. Southeast e. Midwest Answer: B Difficulty: 1 – Easy Question ID: TB_18_02_Industrial Development_Remember_LO 18.1 Topic: Industrial Development Skill: Remember the Facts Objective: 18.1 What enabled the United States to build an industrial economy?

3) The most significant technical innovation of the nineteenth century was __________. a. Kodak cameras b. oil c. automobiles d. railroads e. steamships Answer: D Difficulty: 1 – Easy Question ID: TB_18_03_Industrial Development_Remember_LO 18.1 Topic: Industrial Development Skill: Remember the Facts Objective: 18.1 What enabled the United States to build an industrial economy?

4) The development of a national railway system __________. a. provided needed jobs for an overabundant labor supply 282 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. had little effect on economic changes in the late nineteenth century c. led to an integrated national economic system d. had little help from the political system e. was not completed until the early twentieth century Answer: C Difficulty: 1 – Easy Question ID: TB_18_04_Industrial Development_Remember_LO 18.1 Topic: Industrial Development Skill: Remember the Facts Objective: 18.1 What enabled the United States to build an industrial economy?

5) Rapid rail construction after the Civil War was possible because __________. a. there was little competition between the builders b. the rail companies managed their money and land wisely c. the federal government provided important incentives d. the western half of the nation was uninhabited e. the South was eager to participate Answer: C Difficulty: 2 – Moderate Question ID: TB_18_05_Industrial Development_Remember_LO 18.1 Topic: Industrial Development Skill: Remember the Facts Objective: 18.1 What enabled the United States to build an industrial economy?

6) A major change in the railroad industry after the Civil War was the development of __________. a. major railroad trunk lines b. competition between owners for local markets c. regional marketplaces d. international rail systems e. a greater number of small rail companies Answer: A Difficulty: 2 – Moderate Question ID: TB_18_06_Industrial Development_Remember_LO 18.1 Topic: Industrial Development Skill: Remember the Facts Objective: 18.1 What enabled the United States to build an industrial economy?

7) The two transcontinental railroad lines met at __________. a. Sacramento, California b. Reno, Nevada c. Promontory, Utah d. Santa Fe, New Mexico e. Salt Lake City, Utah Answer: C

283 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_18_07_Industrial Development_Remember_LO 18.1 Topic: Industrial Development Skill: Remember the Facts Objective: 18.1 What enabled the United States to build an industrial economy?

8) By 1894, American railroads __________. a. had difficulty finding the capital to expand b. suffered from competition and overexpansion c. had consolidated into four major lines d. had eliminated competition e. were at the peak of their bargaining power Answer: B Difficulty: 2 – Moderate Question ID: TB_18_08_Industrial Development_Remember_LO 18.1 Topic: Industrial Development Skill: Remember the Facts Objective: 18.1 What enabled the United States to build an industrial economy?

9) The most important figure in American finance was __________. a. J. P. Morgan b. Andrew Carnegie c. Andrew Mellon d. Albert Fink e. E. F. Hutton Answer: A Difficulty: 2 – Moderate Question ID: TB_18_09_Industrial Development_Remember_LO 18.1 Topic: Industrial Development Skill: Remember the Facts Objective: 18.1 What enabled the United States to build an industrial economy?

10) After 1870, the measure of a nation's industrial progress was determined by __________. a. the production of steel b. the production of iron c. the number of railroad lines d. agricultural output e. per capita exports Answer: A Difficulty: 2 – Moderate Question ID: TB_18_10_An Industrial Empire_Remember_LO 18.2 Topic: An Industrial Empire Skill: Remember the Facts Objective: 18.2 What were the main characteristics of the new steel and oil industries?

11) __________ became the first billion-dollar company. a. Thomson Steel Works 284 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. Standard Oil c. Westinghouse d. U.S. Steel e. American Telephone and Telegraph Answer: D Difficulty: 2 – Moderate Question ID: TB_18_11_An Industrial Empire_Remember_LO 18.2 Topic: An Industrial Empire Skill: Remember the Facts Objective: 18.2 What were the main characteristics of the new steel and oil industries?

12) The first modern trust was __________. a. U.S. Steel b. the Northern Securities Company c. Standard Oil d. Carnegie Steel e. the Pennsylvania Railroad Answer: C Difficulty: 1 – Easy Question ID: TB_18_12_An Industrial Empire_Remember_LO 18.2 Topic: An Industrial Empire Skill: Remember the Facts Objective: 18.2 What were the main characteristics of the new steel and oil industries?

13) The most important development in the communications system in late-nineteenth-century America was the __________. a. telephone b. post office c. telegraph d. radio e. transatlantic cable Answer: A Difficulty: 2 – Moderate Question ID: TB_18_13_An Industrial Empire_Remember_LO 18.2 Topic: An Industrial Empire Skill: Remember the Facts Objective: 18.2 What were the main characteristics of the new steel and oil industries?

14) What were two of the most important developments of the late nineteenth century? a. typewriter and calculating machine b. telephone and electricity c. factories and sewing machines d. telegraph and processed meat e. automobiles and the assembly line Answer: B 285 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_18_14_An Industrial Empire_Remember_LO 18.2 Topic: An Industrial Empire Skill: Remember the Facts Objective: 18.2 What were the main characteristics of the new steel and oil industries?

15) The greatest inventor in America in the late nineteenth and early twentieth centuries was __________. a. Cyrus Field b. Thomas Edison c. Henry Bessemer d. J. P. Morgan e. George Westinghouse Answer: B Difficulty: 1 – Easy Question ID: TB_18_15_An Industrial Empire_Remember_LO 18.2 Topic: An Industrial Empire Skill: Remember the Facts Objective: 18.2 What were the main characteristics of the new steel and oil industries?

16) __________ started the mail-order trend in 1872 with just a one-sheet price list. a. R. H. Macy b. Aaron Montgomery Ward c. Marshall Field d. Richard W. Sears e. Alvah C. Roebuck Answer: B Difficulty: 2 – Moderate Question ID: TB_18_16_The Sellers_Remember_LO 18.3 Topic: The Sellers Skill: Remember the Facts Objective: 18.3 Why were the new methods of advertising so important?

17) The development of brand names, chain stores, and mail-order houses __________. a. drove the prices of goods upward b. confused consumers c. had little effect on the buying public d. created a gulf between consumer and producer e. provided convenience and standardization Answer: E Difficulty: 2 – Moderate Question ID: TB_18_17_The Sellers_Remember_LO 18.3 Topic: The Sellers Skill: Remember the Facts Objective: 18.3 Why were the new methods of advertising so important?

18) Most working women __________.

286 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank a. were young and single b. were married with children c. were African American d. had many professional opportunities e. were widows or single mothers Answer: A Difficulty: 2 – Moderate Question ID: TB_18_18_The Wage Earners_Remember_LO 18.4 Topic: The Wage Earners Skill: Remember the Facts Objective: 18.4 Who were the wage earners in the new economy?

19) In comparison to male workers, female workers __________. a. received equal pay for equal work b. were relegated to traditionally "feminine" jobs c. reaped the rewards of the industrial system d. were respected as important income earners e. generally had female managers Answer: B Difficulty: 2 – Moderate Question ID: TB_18_19_The Wage Earners_Remember_LO 18.4 Topic: The Wage Earners Skill: Remember the Facts Objective: 18.4 Who were the wage earners in the new economy?

20) Which of the following groups received the greatest rewards from industrialization? a. white, native-born females b. foreign-born males c. African American males d. white, native-born males e. skilled workers in all categories Answer: D Difficulty: 1 – Easy Question ID: TB_18_20_The Wage Earners_Remember_LO 18.4 Topic: The Wage Earners Skill: Remember the Facts Objective: 18.4 Who were the wage earners in the new economy?

21) Why did the Knights of Labor fail? a. It could not provide effective national leadership. b. It was unable to organize the workers. c. It had no successful strikes. d. It was unable to develop a set of objectives. e. Terence Powderly was imprisoned.

Answer: A 287 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_18_21_Culture of Work_Remember_LO 18.5 Topic: Culture of Work Skill: Remember the Facts Objective: 18.5 How did wage earners organize in this period, and what demands did they make?

22) Unlike the Knights of Labor, the American Federation of Labor __________. a. believed workers would rise in stature b. organized skilled and unskilled workers c. emphasized economic goals for workers d. organized a majority of the workers e. hoped all workers could eventually become self-employed Answer: C Difficulty: 2 – Moderate Question ID: TB_18_22_Culture of Work_Remember_LO 18.5 Topic: Culture of Work Skill: Remember the Facts Objective: 18.5 How did wage earners organize in this period, and what demands did they make?

23) As for women workers, the American Federation of Labor __________. a. enthusiastically supported their needs b. either ignored or opposed them as members c. brought important changes in the workplace d. allowed them into leadership positions e. encouraged all producing women to join Answer: B Difficulty: 2 – Moderate Question ID: TB_18_23_Culture of Work_Remember_LO 18.5 Topic: Culture of Work Skill: Remember the Facts Objective: 18.5 How did wage earners organize in this period, and what demands did they make?

24) The principle of the "iron law of wages" stated that __________. a. the welfare of the workers dictated wages b. supply and demand regulated wages c. all workers should be treated the same d. the quality of work should be determined by managers e. wages should remain unchanged as long as possible Answer: B Difficulty: 2 – Moderate Question ID: TB_18_24_Culture of Work_Remember_LO 18.5 Topic: Culture of Work Skill: Remember the Facts Objective: 18.5 How did wage earners organize in this period, and what demands did they make?

25) The great strike of 1877, in which more than 100 people died, involved __________. a. steel workers 288 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. cowboys c. railroad workers d. oil workers e. textile workers Answer: C Difficulty: 2 – Moderate Question ID: TB_18_25_Culture of Work_Remember_LO 18.5 Topic: Culture of Work Skill: Remember the Facts Objective: 18.5 How did wage earners organize in this period, and what demands did they make?

26) The American government affected industrial growth by __________. a. following a policy of laissez-faire b. closely regulating the pace of growth c. providing incentives for growth d. balancing agrarian and industrial demands e. increasing taxes on industry Answer: C Difficulty: 2 – Moderate Question ID: TB_18_26_Industrial Development_Understand_LO 18.1 Topic: Industrial Development Skill: Understand the Connections Objective: 18.1 What enabled the United States to build an industrial economy?

27) Which of the following was a factor in American industrial development? a. the availability of overseas natural resources b. government regulation of industry c. low tariffs on foreign goods d. industrialization of the South after the Civil War e. an abundance of labor Answer: E Difficulty: 2 – Moderate Question ID: TB_18_27_Industrial Development_Understand_LO 18.1 Topic: Industrial Development Skill: Understand the Connections Objective: 18.1 What enabled the United States to build an industrial economy?

28) How were American railroads different from European railroads? a. American railroads connected only major cities, whereas older European railroads connected small towns as well. b. European railroads employed workers from the upper class, whereas American railroad workers were from the lowest class in society. c. European railroads brought goods to places that could not be reached any other way, whereas American railroads could reach only metropolitan areas. d. Trains on American railroads were not able to travel as far or as fast as European trains because the land on which they traveled was undeveloped.

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Brands, American Stories 3e Test Bank e. European railroads were built between already existing towns, but American railroads often created the towns that they served.

Answer: E Difficulty: 2– Moderate Question ID: TB_18_28_Industrial Development_Understand_LO 18.1 Topic: Industrial Development Skill: Understand the Connections Objective: 18.1 What enabled the United States to build an industrial economy?

29) Why didn't early American railroads actually link different regions to each other? a. They did not have enough steel to make the tracks very long. b. They were only built to bring goods from one city to another. c. They had different schedules and incompatible gauges. d. They were only affordable to the richest passengers. e. They were built with inferior equipment and were constantly breaking down.

Answer: C Difficulty: 2 – Moderate Question ID: TB_18_29_Industrial Development_Understand_LO 18.1 Topic: Industrial Development Skill: Understand the Connections Objective: 18.1 What enabled the United States to build an industrial economy?

30) The adoption of a standard gauge system for all railroads __________. a. allowed all rails to be built of steel instead of inferior quality metal b. allowed trains to travel on all tracks, thus integrating the entire system c. kept all trains running on the same time schedule d. allowed tracks to be built on both government and private lands e. kept the trains from derailing so often and so disastrously Answer: B Difficulty: 2 – Moderate Question ID: TB_18_30_Industrial Development_Understand_LO 18.1 Topic: Industrial Development Skill: Understand the Connections Objective: 18.1 What enabled the United States to build an industrial economy?

31) Which of the following lists industrial developments in proper chronological order? a. the completion of the first transcontinental railroad, formation of the first trust, formation of U.S. Steel Corporation b. the formation of U.S. Steel Corporation, formation of the first trust, completion of the first transcontinental railroad c. the formation of the first trust, completion of the first transcontinental railroad, formation of U.S. Steel Corporation d. the formation of the first trust, formation of U.S. Steel Corporation, completion of the first transcontinental railroad e. the formation of U.S. Steel Corporation, completion of the first transcontinental railroad, the formation of the first trust 290 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 3 – Difficult Question ID: TB_18_31_Industrial Development_Understand_LO 18.1 Topic: Industrial Development Skill: Understand the Connections Objective: 18.1 What enabled the United States to build an industrial economy?

32) Why did it take until the 1860s to build a transcontinental railroad? a. The needed land was designated as Indian territory. b. There was a shortage of workers. c. The federal government refused to provide land grants for railroad companies. d. Bankers were not willing to back such a risky investment. e. Sectional quarrels developed over the route to be taken.

Answer: E Difficulty: 2 – Moderate Question ID: TB_18_32_Industrial Development_Understand_LO 18.1 Topic: Industrial Development Skill: Understand the Connections Objective: 18.1 What enabled the United States to build an industrial economy?

33) The reason for Andrew Carnegie's success was that he __________. a. inherited a large family fortune b. understood how to organize steel industry management c. shared profits with his workers d. had no competition from other producers e. had worked in the steel industry since childhood Answer: B Difficulty: 2 – Moderate Question ID: TB_18_33_An Industrial Empire_Understand_LO 18.2 Topic: An Industrial Empire Skill: Understand the Connections Objective: 18.2 What were the main characteristics of the new steel and oil industries?

34) What was the result of Andrew Carnegie's sale of Carnegie Steel? a. J. P. Morgan combined it with other steel companies into the U.S. Steel Corporation. b. It led to the formation of the first American trust. c. It inspired John D. Rockefeller to sell his Standard Oil Company. d. It led to the building of the Brooklyn Bridge, the largest steel structure in the world. e. Charles Schwab bought it and combined it with National Steel to form the largest steel company in the United States.

Answer: A Difficulty: 2 – Moderate Question ID: TB_18_34_An Industrial Empire_Understand_LO 18.2 Topic: An Industrial Empire Skill: Understand the Connections Objective: 18.2 What were the main characteristics of the new steel and oil industries?

291 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 35) Why did John D. Rockefeller reject competition among oil companies? a. He believed that consolidation, not competition, created stronger companies. b. He did not want to be forced to lower his prices to consumers. c. He felt that other oil companies were inferior to his company. d. He believed that competition would only weaken his own company. e. He felt that his company needed to develop before it could compete with others.

Answer: A Difficulty: 2 – Moderate Question ID: TB_18_35_An Industrial Empire_Understand_LO 18.2 Topic: An Industrial Empire Skill: Understand the Connections Objective: 18.2 What were the main characteristics of the new steel and oil industries?

36) What was the consequence of the formation of the Standard Oil Trust? a. The federal government passed legislation to stop further trusts from forming. b. Other industries followed its lead, and trusts became common in America. c. John D. Rockefeller lost control of his company. d. Other oil companies began to compete with Standard Oil over prices. e. It became famous as the only trust ever formed in the United States.

Answer: B Difficulty: 2 – Moderate Question ID: TB_18_36_An Industrial Empire_Understand_LO 18.2 Topic: An Industrial Empire Skill: Understand the Connections Objective: 18.2 What were the main characteristics of the new steel and oil industries?

37) What was one result of the proliferation of patents in the late nineteenth century? a. The country got most of its technology from Europe. b. The marketplace was oversaturated with goods. c. Americans no longer imported most of their technology. d. Few Americans participated in the economic changes. e. Americans began to fear technology.

Answer: C Difficulty: 2 – Moderate Question ID: TB_18_37_An Industrial Empire_Understand_LO 18.2 Topic: An Industrial Empire Skill: Understand the Connections Objective: 18.2 What were the main characteristics of the new steel and oil industries?

38) What was the significance of American Telephone and Telegraph? a. It was the first telephone company in the United States. b. It was formed in order to boost competition between local phone companies. c. For many years, AT&T was the only phone company in the United States. d. It regulated the telephone industry to ensure no one company dominated the market. e. It was the consolidation of many local phone systems into one large corporation.

Answer: E 292 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_18_38_An Industrial Empire_Understand_LO 18.2 Topic: An Industrial Empire Skill: Understand the Connections Objective: 18.2 What were the main characteristics of the new steel and oil industries?

39) What was the significance of Thomas Edison's laboratory at Menlo Park? a. It was where Edison first invented the telegraph. b. It was the first modern research laboratory ever built. c. It was where the telephone was finally perfected. d. It was the site of the first power station in New York. e. It was where Edison first sent a message over telephone wires.

Answer: B Difficulty: 2 – Moderate Question ID: TB_18_39_An Industrial Empire_Understand_LO 18.2 Topic: An Industrial Empire Skill: Understand the Connections Objective: 18.2 What were the main characteristics of the new steel and oil industries?

40) Which was a consequence of the advent of advertising and large-scale retailing? a. Europeans bought more American goods. b. The demand for goods decreased. c. Rural areas saw an expansion of their economy. d. Most consumers felt threatened by new industrial goods. e. Americans became aware of needs they did not realize they had.

Answer: E Difficulty: 2 – Moderate Question ID: TB_18_40_The Sellers_Understand_LO 18.3 Topic: The Sellers Skill: Understand the Connections Objective: 18.3 Why were the new methods of advertising so important?

41) What does it mean to say that some professions became "feminized" in the late 1800s? a. Women were much better at certain jobs, such as nursing, and began to dominate those fields. b. Men were no longer capable of doing certain jobs, since they were needed in industrial jobs, so women took their places. c. Only married women were allowed to work at certain jobs, since unmarried women would be leaving their jobs eventually to get married. d. As more women took jobs in certain fields, men left them, and this lowered the status of these professions. e. Many women began to get work as lawyers, doctors, and ministers; and Americans began to accept women in these kinds of work.

Answer: D

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_18_41_The Wage Earners_Understand_LO 18.4 Topic: The Wage Earners Skill: Understand the Connections Objective: 18.4 Who were the wage earners in the new economy?

42) According to social historian Stephan Thernstrom, what was the extent of American social mobility in the early industrial era? a. almost none b. some, but not much c. substantial, but limited d. a great deal e. almost 100 percent Answer: C Difficulty: 2 – Moderate Question ID: TB_18_42_The Wage Earners_Understand_LO 18.4 Topic: The Wage Earners Skill: Understand the Connections Objective: 18.4 Who were the wage earners in the new economy?

43) The early American Federation of Labor can be best described as an alliance of __________. a. industrial unions that tried to change the economic system b. industrial unions that tried to improve wages and working conditions c. craft unions that tried to change the economic system d. craft unions that tried to improve wages and working conditions e. craft unions that gave its workers a political voice Answer: D Difficulty: 2 – Moderate Question ID: TB_18_43_The Wage Earners_Understand_LO 18.4 Topic: The Wage Earners Skill: Understand the Connections Objective: 18.4 Who were the wage earners in the new economy?

44) Which of the following best describes the Knights of Labor? a. a union of producers aimed at uplifting, utopian reform b. a union of producers aimed only at improving wages and working conditions c. a federation of industrial unions aimed at making each man his own employer d. a federation of craft unions aimed only at improving wages and working conditions e. a union of producers determined to make each man his own employer Answer: A Difficulty: 2 – Moderate Question ID: TB_18_44_The Wage Earners_Understand_LO 18.4 Topic: The Wage Earners Skill: Understand the Connections Objective: 18.4 Who were the wage earners in the new economy?

45) Samuel Gompers opposed women in the American Federation of Labor because he __________.

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Brands, American Stories 3e Test Bank a. felt that women workers needed to be organized separately b. believed that women should not work out of the home c. feared that women would attempt to take leadership roles in the union d. knew that women could not afford the high initiation fees e. believed that women workers would lower the pay scales for men Answer: E Difficulty: 2 – Moderate Question ID: TB_18_45_The Wage Earners_Understand_LO 18.4 Topic: The Wage Earners Skill: Understand the Connections Objective: 18.4 Who were the wage earners in the new economy?

46) What was a result of the Haymarket Square riot? a. It brought public sympathy to the plight of the workers. b. It strengthened the national labor movement. c. It weakened the national labor movement. d. It forced government regulation of unions. e. It ended labor strife in Chicago.

Answer: C Difficulty: 2 – Moderate Question ID: TB_18_46_The Wage Earners_Understand_LO 18.4 Topic: The Wage Earners Skill: Understand the Connections Objective: 18.4 Who were the wage earners in the new economy?

47) What was the result of the Homestead Strike? a. It forced management to meet the workers' demands. b. It was resolved through negotiation and bargaining. c. It had little interference from the government. d. It emphasized the cost of industrialization. e. It was peaceful compared to Haymarket.

Answer: D Difficulty: 2 – Moderate Question ID: TB_18_47_The Wage Earners_Understand_LO 18.4 Topic: The Wage Earners Skill: Understand the Connections Objective: 18.4 Who were the wage earners in the new economy?

48) What does it mean to say that Americans spoke a "common language of consumption" by the late nineteenth century? a. People found that the only way they could become truly American was to buy goods made in America. b. Americans found a commonality in a consumer culture, in which they all could buy the same kinds of goods. c. Americans no longer wanted to produce goods for other countries or themselves and wanted only to buy imports.

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Brands, American Stories 3e Test Bank d. Because of the new types of work in the United States, most Americans were becoming very wealthy and could afford consumer goods. e. Only native-born Americans bought the new consumer goods, which broadened the gap between immigrants and nonimmigrants in the United States.

Answer: B Difficulty: 3 – Difficult Question ID: TB_18_48_The Wage Earners_Analyze_LO 18.4 Topic: The Wage Earners Skill: Analyze It Objective: 18.4 Who were the wage earners in the new economy?

49) Which of the following best states the meaning behind Herbert Gutman’s claim that industrialization transformed the "culture of work"? a. Industrialization dramatically increased leisure time. b. Workers eagerly adopted new technology because it made their work easier. c. The new technology often required difficult and demeaning adaptations of work patterns. d. Low pay led to frequent worker resistance, especially "sit-down" strikes. e. Many workers were able to rise from the bottom to the top of the social classes.

Answer: C Difficulty: 2 – Moderate Question ID: TB_18_49_The Wage Earners_Analyze_LO 18.4 Topic: The Wage Earners Skill: Analyze It Objective: 18.4 Who were the wage earners in the new economy?

50) What was one negative effect of industrialization in the United States in the nineteenth century? a. People did not want to live in cities any longer. b. Most immigrants were not allowed to work at the new industrial jobs. c. Labor disputes led to the formation of labor unions. d. There was a greater need for consumer goods than ever before. e. There was now a growing disparity in income between the rich and poor.

Answer: E Difficulty: 2 – Moderate Question ID: TB_18_50_The Wage Earners_Analyze_LO 18.4 Topic: The Wage Earners Skill: Analyze It Objective: 18.4 Who were the wage earners in the new economy?

Essay Questions 51) What was the role of government in fostering economic growth in the late nineteenth century? What growth-related problems did businesses encounter? How did businesses cope with these problems?

296 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_18_51_Industrial Development_Analyze_LO 18.1 Topic: Industrial Development Skill: Analyze It Objective: 18.1 What enabled the United States to build an industrial economy?

52) What was the role of technology in economic growth in the late nineteenth century?

Difficulty: 3 – Difficult Question ID: TB_18_52_An Industrial Empire_Analyze_LO 18.2 Topic: An Industrial Empire Skill: Analyze It Objective: 18.2 What were the main characteristics of the new steel and oil industries?

53) What was the cultural impact of advances in marketing during the later part of the nineteenth century?

Difficulty: 3 – Difficult Question ID: TB_18_53_The Sellers_Analyze_LO 18.3 Topic: The Sellers Skill: Analyze It Objective: 18.3 Why were the new methods of advertising so important?

54) How did industrialization in the late nineteenth century affect the working class? How did workers attempt to improve their lot? To what extent did they succeed?

Difficulty: 3 – Difficult Question ID: TB_18_54_The Wage Earners_Analyze_LO 18.4 Topic: The Wage Earners Skill: Analyze It Objective: 18.4 Who were the wage earners in the new economy?

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Brands, American Stories 3e Test Bank

Chapter 19: Toward an Urban Society, 1877-1900 Multiple-Choice Questions 1) The rise of cities and industry __________. a. had little effect on American life b. provided opportunities for all Americans c. sustained the foundations of pre-Civil War society d. caused changes in all segments of American society e. was steady throughout the nineteenth century Answer: D Difficulty: 1 – Easy Question ID: TB_19_01_The Lure of the City_Remember_LO 19.1 Topic: The Lure of the City Skill: Remember the Facts Objective: 19.1 Why did cities in the United States grow between 1880 and 1900?

2) Building the new skyscrapers depended on the invention of __________. a. concrete reinforced pilings b. electric elevators c. automatic window cleaners d. indoor plumbing e. vulcanization Answer: B Difficulty: 2 – Moderate Question ID: TB_19_02_The Lure of the City_Remember_LO 19.1 Topic: The Lure of the City Skill: Remember the Facts Objective: 19.1 Why did cities in the United States grow between 1880 and 1900?

3) In 1894, the Immigration Restriction League demanded a literacy test for immigrants from which part of the world? a. China b. Ireland c. southern and eastern Europe d. Mexico e. northern Europe Answer: C Difficulty: 2 – Moderate Question ID: TB_19_03_The Lure of the City_Remember_LO 19.1 Topic: The Lure of the City Skill: Remember the Facts Objective: 19.1 Why did cities in the United States grow between 1880 and 1900?

4) As the new immigrants entered American society, they __________.

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Brands, American Stories 3e Test Bank a. were well prepared to make the adjustment b. clung to the customs of their native countries c. quickly assimilated into the society d. never were able to adjust to new living conditions e. gave up their native languages Answer: B Difficulty: 1 – Easy Question ID: TB_19_04_The Lure of the City_Remember_LO 19.1 Topic: The Lure of the City Skill: Remember the Facts Objective: 19.1 Why did cities in the United States grow between 1880 and 1900?

5) What was the most famous political machine of the late nineteenth century? a. the Fifth Street Gang b. Tammany Hall c. the Irish Mafia d. the Lamar Circle e. the Coughlin Gang Answer: B Difficulty: 1 – Easy Question ID: TB_19_05_The Lure of the City_Remember_LO 19.1 Topic: The Lure of the City Skill: Remember the Facts Objective: 19.1 Why did cities in the United States grow between 1880 and 1900?

6) Tenements were __________. a. saloons where working-class men gathered to socialize b. urban apartment buildings that tended to be overcrowded c. neighborhood ghettos of unassimilated East European immigrants d. heavily developed industrial districts notorious for air and water pollution e. pool halls frequented by members of violent street gangs Answer: B Difficulty: 1 – Easy Question ID: TB_19_06_The Lure of the City_Remember_LO 19.1 Topic: The Lure of the City Skill: Remember the Facts Objective: 19.1 Why did cities in the United States grow between 1880 and 1900?

7) In the Victorian code of morality, __________. a. children were active participants in family life b. wives were to be acknowledged as equal partners to their husbands c. moral values were less important than economic values d. strict standards of behavior should be followed e. young women could finally go out without a chaperone Answer: D 299 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_19_07_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

8) If an American became ill in the 1870s, __________. a. hospital insurance would cover the cost of the illness b. home care would be the common form of treatment c. there was little help from the medical profession d. recent medical discoveries would guarantee recovery e. he or she would probably die Answer: B Difficulty: 2 – Moderate Question ID: TB_19_08_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

9) Most Americans in the 1880s __________. a. no longer held religious beliefs b. believed the school was the center of life c. were church-attending Protestants d. had few private moral standards e. were Roman Catholic parishioners Answer: C Difficulty: 2 – Moderate Question ID: TB_19_09_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

10) After the Civil War, __________. a. there was little need for reform movements b. women were excluded from reform movements c. reform movements remained active in American life d. the national government was the major agent for change e. reformers focused exclusively on temperance Answer: C Difficulty: 2 – Moderate Question ID: TB_19_10_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

11) Which of the following was true of middle-class American families in the late nineteenth century? a. They found their status had remained unchanged.

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Brands, American Stories 3e Test Bank b. They became more isolated from the world of labor. c. They had greater economic function. d. They tended to deteriorate under the impact of industrialization. e. They had more children.

Answer: B Difficulty: 2 – Moderate Question ID: TB_19_11_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

12) The “new woman” __________. a. won respect from American society b. developed from the economic changes of the times c. quickly won political and civil rights d. was usually married, working out of choice e. still could not get a divorce Answer: B Difficulty: 2 – Moderate Question ID: TB_19_12_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

13) In the late nineteenth century, __________. a. few women entered the workforce b. most women took advantage of economic changes c. few women challenged the system d. the role of women in society was changing e. womanly "innocence" was never questioned Answer: D Difficulty: 2 – Moderate Question ID: TB_19_13_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

14) The common law doctrine of femme couverte __________. a. was revised to adapt to the changes of the period b. provided women with freedom in their marriages c. brought women new political rights d. was strongly supported by women e. was central to the idea of the “new woman” Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_19_14_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

15) Which of the following was a founder of the National American Woman Suffrage Association? a. Rheta Childe Dorr b. John H. Kellogg c. Susan B. Anthony d. Charlotte Gilman e. Rebecca Ablowitz Answer: C Difficulty: 1 – Easy Question ID: TB_19_15_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

16) Public schools in the 1870s and 1880s __________. a. placed greater value on educating females b. vigorously stressed discipline and routine c. ignored moral, religious education d. emphasized egalitarianism between students and teachers e. were considered better than factories by most students Answer: B Difficulty: 2 – Moderate Question ID: TB_19_16_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

17) What was a major difference between northern and southern schools? a. More students attended school in the South. b. All southern states had compulsory school attendance laws. c. Few southern states had compulsory school attendance laws. d. Northern states provided segregated school systems. e. Southern schools provided better curricula.

Answer: C Difficulty: 2 – Moderate Question ID: TB_19_17_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

18) A major change in the college curriculum of the late nineteenth century was to __________. a. train students for the ministry 302 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. emphasize classical curriculum c. have students follow a rigorous, prescribed curriculum d. stress the practical application of education e. eliminate electives from the curriculum Answer: D Difficulty: 2 – Moderate Question ID: TB_19_18_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

19) Booker T. Washington __________. a. believed African Americans should fight for equal rights b. had little hope for the future of African Americans in American society c. believed that self-help was the best plan for African Americans d. emphasized the importance of higher education for African Americans e. founded the National Association for the Advancement of Colored People Answer: C Difficulty: 2 – Moderate Question ID: TB_19_19_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

20) W. E. B. Du Bois __________. a. supported the views of Booker T. Washington b. advocated revolutionary tactics for African Americans c. was popular with African American and white society d. believed educational advancement was the key to success e. was the author of the Atlanta Compromise Answer: D Difficulty: 2 – Moderate Question ID: TB_19_20_Social and Cultural Change, 1877–1900_Remember_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Remember the Facts Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

21) The social Darwinists __________. a. believed the laws of nature applied to society b. were active reformers in the late nineteenth century c. had an overwhelming influence on American society d. raised important questions about the conditions of society e. stressed society's responsibility to aid the poor Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_19_21_The Stirrings of Reform_Remember_LO 19.4 Topic: The Stirrings of Reform Skill: Remember the Facts Objective: 19.4 How did life in the growing cities lead to ideas of reform?

22) According to Henry George, __________. a. modern society was perfect b. there was a wide gulf between rich and poor c. little could be done to alleviate the problems of the poor d. a graduated income tax would solve the nation's problems e. the poor in America were making real progress Answer: B Difficulty: 2 – Moderate Question ID: TB_19_22_The Stirrings of Reform_Remember_LO 19.4 Topic: The Stirrings of Reform Skill: Remember the Facts Objective: 19.4 How did life in the growing cities lead to ideas of reform?

23) As a young lawyer, what did Clarence Darrow believe? a. Aiding the poor would interfere with the evolutionary process. b. Capitalism must be overthrown. c. Without poverty, there would be no crime. d. Capital punishment is essential to the maintenance of civil order. e. A "single tax" on corporate profits would solve all social problems.

Answer: C Difficulty: 2 – Moderate Question ID: TB_19_23_The Stirrings of Reform_Remember_LO 19.4 Topic: The Stirrings of Reform Skill: Remember the Facts Objective: 19.4 How did life in the growing cities lead to ideas of reform?

24) __________ wrote the book Looking Backward, which described a future of socialism in America. a. Walter Rauschenbusch b. Edward Bellamy c. Richard Frick d. Jane Addams e. Henry George Answer: B Difficulty: 1 – Easy Question ID: TB_19_24_The Stirrings of Reform_Remember_LO 19.4 Topic: The Stirrings of Reform Skill: Remember the Facts Objective: 19.4 How did life in the growing cities lead to ideas of reform?

25) Jane Addams was the founder of __________. a. the South End House in Boston 304 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. the Henry Street Settlement in New York c. Golden Home in San Francisco d. Hull House in Chicago e. the Neighborhood Guild in New York Answer: D Difficulty: 1 – Easy Question ID: TB_19_25_The Stirrings of Reform_Remember_LO 19.4 Topic: The Stirrings of Reform Skill: Remember the Facts Objective: 19.4 How did life in the growing cities lead to ideas of reform?

26) Late-nineteenth-century immigrants predominantly __________. a. came seeking religious freedom b. were highly skilled craftsmen c. were older males d. settled in the Midwestern region e. already knew someone in the United States Answer: E Difficulty: 2 – Moderate Question ID: TB_19_26_The Lure of the City_Understand_LO 19.1 Topic: The Lure of the City Skill: Understand the Connections Objective: 19.1 Why did cities in the United States grow between 1880 and 1900?

27) Why were those in mainstream society troubled by the influx of new immigrants in the 1880s? a. They feared that immigrants would try to assimilate into American society. b. They worried that they would not be able to do their jobs as well anymore. c. They feared that the government would give immigrants equal rights. d. They felt that too many immigrants would take up land in the West. e. They worried that the new immigrants could not be assimilated.

Answer: E Difficulty: 2 – Moderate Question ID: TB_19_27_The Lure of the City_Understand_LO 19.1 Topic: The Lure of the City Skill: Understand the Connections Objective: 19.1 Why did cities in the United States grow between 1880 and 1900?

28) How did immigrants and native-born people compare in terms of family in the late nineteenth century? a. Immigrants married earlier than native-born people and, as a result, had more children. b. Immigrant families had fewer children than native-born families, mostly because they lived in cramped tenements that could not support large families. c. Immigrants tended to marry later and have more children than native-born people. d. Immigrant families were usually headed by single women, whereas native-born families tended to be nuclear families. e. Immigrants married much earlier than native-born people, and also tended to die at much earlier ages.

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Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_19_28_The Lure of the City_Understand_LO 19.1 Topic: The Lure of the City Skill: Understand the Connections Objective: 19.1 Why did cities in the United States grow between 1880 and 1900?

29) What was one consequence of the urban growth of the late nineteenth century? a. urban renewal of neighborhoods b. growth of middle-class neighborhoods c. white flight d. powerful city political machines e. construction of better housing Answer: D Difficulty: 2 – Moderate Question ID: TB_19_29_The Lure of the City_Understand_LO 19.1 Topic: The Lure of the City Skill: Understand the Connections Objective: 19.1 Why did cities in the United States grow between 1880 and 1900?

30) Urban political machines stayed in power because __________. a. the federal government supported them with grants b. they understood how to use the political system for their own good c. they performed social services for African Americans d. there was little regard for the political system e. they took over services from the cities Answer: B Difficulty: 2 – Moderate Question ID: TB_19_30_The Lure of the City_Understand_LO 19.1 Topic: The Lure of the City Skill: Understand the Connections Objective: 19.1 Why did cities in the United States grow between 1880 and 1900?

31) American life in the late nineteenth century included __________. a. a movement toward healthier diets and lifestyles b. hopelessly primitive medical science c. a majority of the population living in urban areas d. a life expectancy of about 60 years e. food prices that were constantly getting lower Answer: E Difficulty: 2 – Moderate Question ID: TB_19_31_Social and Cultural Change, 1877–1900_Understand_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Understand the Connections Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

32) Significant medical developments in Victorian America __________.

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Brands, American Stories 3e Test Bank a. prevented tuberculosis, typhoid, and diphtheria b. included the discovery that germs cause infection and disease c. led to an increase in the number of hospitals and their use for medical care d. could not stop the increasing infant mortality rate between 1877 and 1900 e. allowed psychologists to investigate the importance of genetics on human development Answer: B Difficulty: 2 – Moderate Question ID: TB_19_32_Social and Cultural Change, 1877–1900_Understand_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Understand the Connections Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

33) Why did reformers turn their attention to prohibiting the sale of alcoholic beverages in the nineteenth century? a. They believed that high tariffs on alcohol were leading more people into poverty. b. They thought that large producers of alcoholic beverages were driving smaller companies out of business. c. They did not want Americans to import alcoholic beverages from other countries. d. They believed that drunkenness brought many social evils into society. e. They were worried that people were buying harmful liquor because alcoholic beverages were not regulated.

Answer: D Difficulty: 2 – Moderate Question ID: TB_19_33_Social and Cultural Change, 1877–1900_Understand_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Understand the Connections Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

34) What did the popularity of sports in the United States indicate? a. the influence of European culture b. the increased amount of leisure time c. the breakdown of sexual barriers d. increased freedom for children e. the boredom of industrial workers Answer: B Difficulty: 2 – Moderate Question ID: TB_19_34_Social and Cultural Change, 1877–1900_Understand_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Understand the Connections Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

35) What was the significance of the decline in fertility rates in America between 1800 and 1939? a. It reflected a higher death rate among immigrant families. b. It reflected a higher infant mortality rate due to primitive medical practices. c. It reflected a conscious decision of many Americans to postpone or limit their families. d. It showed that more Americans were remaining single rather than marrying and having children. e. It showed that fewer Americans were dying of disease now that vaccines had come into popular use.

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Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_19_35_Social and Cultural Change, 1877–1900_Understand_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Understand the Connections Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

36) Which of the following authors argued that the American ideal of women's "innocence" really meant their ignorance? a. Charlotte Perkins Gilman in Women and Economics b. Edward Bliss Foote in Plain Home Talk of Love, Marriage, and Parentage c. Bessie and Marie Von Vorst in The Woman Who Toils d. Helen Campbell in Women Wage Earners e. Jane Addams in Twenty Years at Hull House Answer: A Difficulty: 2 – Moderate Question ID: TB_19_36_Social and Cultural Change, 1877–1900_Understand_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Understand the Connections Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

37) What was a result of the Supreme Court's Plessy v. Ferguson decision? a. Public education became more expensive for southern states. b. Integration of schools was to occur with deliberate speed. c. Illiteracy among school-aged children would be eradicated. d. De facto segregation could no longer occur. e. Black teachers were paid the same as their white counterparts.

Answer: A Difficulty: 2 – Moderate Question ID: TB_19_37_Social and Cultural Change, 1877–1900_Understand_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Understand the Connections Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

38) Educational changes in the years 1877 to 1900 included __________. a. an increase in illiteracy b. "classical" courses in Latin and literature for older children c. development of the kindergarten d. compulsory school attendance in all states e. integrated schools for African Americans in the North and South Answer: C Difficulty: 2 – Moderate Question ID: TB_19_38_Social and Cultural Change, 1877–1900_Understand_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Understand the Connections Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

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Brands, American Stories 3e Test Bank 39) Changes in higher education included __________. a. a loosening of admission standards for professional training b. the first separate graduate schools c. an increased emphasis on a classical curriculum d. a focus on training young men for the ministry e. more educational opportunities for women Answer: E Difficulty: 2 – Moderate Question ID: TB_19_39_Social and Cultural Change, 1877–1900_Understand_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Understand the Connections Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

40) Which of the following places events in the correct chronological order? a. Morrill Land Grant Act, Plessy v. Ferguson, establishment of Tuskegee Institute b. Plessy v. Ferguson, Morrill Land Grant Act, establishment of Tuskegee Institute c. establishment of Tuskegee Institute, Morrill Land Grant Act, Plessy v. Ferguson d. Morrill Land Grant Act, establishment of Tuskegee Institute, Plessy v. Ferguson e. Plessy v. Ferguson, establishment of Tuskegee Institute, Morrill Land Grant Act Answer: D Difficulty: 3 – Difficult Question ID: TB_19_40_Social and Cultural Change, 1877–1900_Understand_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Understand the Connections Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

41) Why did many whites support Booker T. Washington's Atlanta Compromise? a. It called for blacks to gain rights slowly through self-improvement, and not through activism. b. It rejected the idea that blacks needed equal rights in American society. c. It called for blacks to get a college education and to fight actively for their rights. d. It called for the integration of schools and an end to "separate but equal." e. It promoted the idea of professional careers for blacks.

Answer: A Difficulty: 2 – Moderate Question ID: TB_19_41_Social and Cultural Change, 1877–1900_Understand_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Understand the Connections Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

42) Why did W. E. B. Du Bois attack the Atlanta Compromise? a. He believed that blacks should not take such an aggressive strategy in attaining equal rights. b. He felt that it discouraged blacks from working hard in school and in their professions. c. He thought that the integration of schools would be disadvantageous for blacks. d. He believed that blacks should focus on economic gains, and not on political activism. e. He believed that blacks should actively fight for civil rights.

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Brands, American Stories 3e Test Bank Answer: E Difficulty: 2 – Moderate Question ID: TB_19_42_Social and Cultural Change, 1877–1900_Understand_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Understand the Connections Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

43) Why did many northerners lose interest in fighting for equal rights for blacks by the 1870s? a. They believed that blacks already had achieved equal rights in much of the country. b. They felt that their support was only hurting and not helping blacks gain rights. c. They were intimidated by blacks in the South and did not want to encourage rebellion. d. They felt that southern whites should be active in the cause instead. e. They had grown tired of the issue, and many believed in white superiority.

Answer: E Difficulty: 2 – Moderate Question ID: TB_19_43_The Spread of Jim Crow_Understand_LO 19.3 Topic: The Spread of Jim Crow Skill: Understand the Connections Objective: 19.3 Why did Jim Crow laws spread across the South after the end of Reconstruction?

44) How did the federal government react to the spread of Jim Crow laws in the late nineteenth century? a. The federal government sent in additional troops to enforce the Reconstruction amendments. b. Congress passed legislation to prevent political discrimination, but allowed social discrimination to continue. c. The federal government did not interfere because it was a states’ rights issue. d. The laissez-faire attitude of the Republican presidents of the era prevented any action. e. The Supreme Court rulings supported a reduction in civil rights for blacks.

Answer: E Difficulty: 2 – Moderate Question ID: TB_19_44_The Spread of Jim Crow_Understand_LO 19.3 Topic: The Spread of Jim Crow Skill: Understand the Connections Objective: 19.3 Why did Jim Crow laws spread across the South after the end of Reconstruction?

45) What did Henry George propose as a solution to poverty in modern society? a. to let nature take its evolutionary course b. to replace all taxes with a "single tax" on land c. a socialist utopia in which the government owns the means of production d. to establish worker and farmer "cooperatives" to own the means of production e. to make churches the center of social reform instead of the government Answer: B Difficulty: 2 – Moderate Question ID: TB_19_45_The Stirrings of Reform_Understand_LO 19.4 Topic: The Stirrings of Freedom Skill: Understand the Connections Objective: 19.4 How did life in the growing cities lead to ideas of reform?

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Brands, American Stories 3e Test Bank 46) Why were many women part of the settlement house reform movement? a. They believed that poverty was the worst problem in society and must be prevented. b. Men were not interested in urban poverty, and women were the only ones left to tackle the problem. c. The women who helped start settlement houses could bring their children there, which made it easier for them. d. It was one of the few places in American society to which they could bring their talents. e. Women believed that education was the only way to eradicate poverty in the United States.

Answer: D Difficulty: 2 – Moderate Question ID: TB_19_46_The Stirrings of Reform_Understand_LO 19.4 Topic: The Stirrings of Freedom Skill: Understand the Connections Objective: 19.4 How did life in the growing cities lead to ideas of reform?

47) Why did some immigrants resist the settlement house movement? a. They did not trust organizations that were headed by women. b. They felt that settlement houses kept them segregated from the rest of society. c. They did not want their children educated by Americans. d. They did not want other people to tell them how to live and act. e. They believed that living in a settlement house would never get them out of poverty.

Answer: D Difficulty: 2 – Moderate Question ID: TB_19_47_The Stirrings of Reform_Understand_LO 19.4 Topic: The Stirrings of Freedom Skill: Understand the Connections Objective: 19.4 How did life in the growing cities lead to ideas of reform?

48) How did working-class families and middle-class families experience urbanization and industrialization differently? a. Working-class families tended to have strong family ties as a result of their urban lives and work, whereas women and children in middle-class families tended not to participate in the work that men did. b. Working-class families often did not spend much time together due to everyone working at different times, whereas middle-class women tended to spend more time with their children. c. In working-class families, only the men earned money, but in middle-class families, some women did work out of the home. d. In working-class families, more children lived with their parents into their twenties, whereas in middleclass families, children tended to leave home as soon as they got work. e. Working-class families tended to have fewer members of the household engaged in work, which is what kept them in a permanent state of poverty.

Answer: C Difficulty: 2 – Moderate Question ID: TB_19_48_Social and Cultural Change, 1877–1900_Analyze_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Analyze It Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

49) How did the role of children in society change in the late nineteenth century?

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Brands, American Stories 3e Test Bank a. Children were valued more as people who could contribute to the family, and not just as people to be left alone for many years. b. Children were viewed less as "little adults" who should contribute to the family as soon as possible, and viewed more as young people who needed years to grow up. c. People began to think of children as less in need of general education and more in need of specific education tailored to the jobs they would eventually get. d. Children were no longer thought of as "free help" and were instead paid for many of the chores they did at home. e. People began to understand the necessity for children to learn important skills as apprentices and not just at home with their families.

Answer: B Difficulty: 2 – Moderate Question ID: TB_19_49_Social and Cultural Change, 1877–1900_Analyze_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Analyze It Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

50) What does the following quotation mean: "The United States was born in the country and moved to the city"? a. The United States started out as a small country, but became extremely populated over time. b. Most Americans were uncomfortable with living in large cities until the nineteenth century. c. The size of the country grew exponentially larger once people started living in cities. d. Most Americans preferred living in rural areas, but were forced to move to cities because that is where most jobs were located. e. The United States was at first a rural country and then became much more urban over time.

Answer: E Difficulty: 2 – Moderate Question ID: TB_19_50_The Stirrings of Reform_Analyze_LO 19.4 Topic: The Stirrings of Reform Skill: Analyze It Objective: 19.4 How did life in the growing cities lead to ideas of reform?

Essay Questions 51) How did technology affect patterns of urban life in late-nineteenth-century America? Under what conditions did the urban poor live? Why did technology fail to help these people?

Difficulty: 3 – Difficult Question ID: TB_19_51_The Lure of the City_Analyze_LO 19.1 Topic: The Lure of the City Skill: Analyze It Objective: 19.1 Why did cities in the United States grow between 1880 and 1900?

52) Compare the role of the political machines and the social reformers in dealing with the new urban environment of the late nineteenth century. Which group seems to have been more successful?

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_19_52_The Lure of the City_Analyze_LO 19.1 Topic: The Lure of the City / The Stirrings of Reform Skill: Analyze It Objective: 19.1 Why did cities in the United States grow between 1880 and 1900?, 19.4 How did life in the growing cities lead to ideas of reform?

53) How did economic change and urbanization affect family life?

Difficulty: 3 – Difficult Question ID: TB_19_53_Social and Cultural Change, 1877–1900_Analyze_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Analyze It Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

54) How did education change in the late nineteenth century? Explain the controversy over education for blacks. Why did new educational opportunities open up for women? What was the main goal of primary education? Why? Difficulty: 3 – Difficult Question ID: TB_19_54_Social and Cultural Change, 1877–1900_Analyze_LO 19.2 Topic: Social and Cultural Change, 1877–1900 Skill: Analyze It Objective: 19.2 How did the growth of American cities affect social, cultural, and political life?

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Brands, American Stories 3e Test Bank Chapter 20: Political Realignments, 1876-1901 Multiple-Choice Questions 1) Why were Americans fascinated by politics during the Gilded Age? a. Women and men were voting for the first time. b. African Americans were able to use their newly won suffrage. c. The quality of political candidates was excellent. d. Most Americans saw it as a form of entertainment. e. Cash incentives made people eager to vote.

Answer: D Difficulty: 1 – Easy Question ID: TB_20_01_Politics of Stalemate_Remember_LO 20.1 Topic: Politics of Stalemate Skill: Remember the Facts Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

2) In the South, a grandfather clause waived the literacy requirement for voters whose ancestors had __________. a. already passed a literacy test b. fought in the Civil War c. been white d. voted before 1867 e. correctly interpreted the Constitution Answer: D Difficulty: 1 – Easy Question ID: TB_20_02_Politics of Stalemate_Remember_LO 20.1 Topic: Politics of Stalemate Skill: Remember the Facts Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

3) Until the 1890s, __________. a. the presidency was weaker than Congress b. the presidency was able to assert its power c. Congress had little interest in national affairs d. few presidents seemed committed to national affairs e. power was equally divided between the president and Congress Answer: A Difficulty: 2 – Moderate Question ID: TB_20_03_Politics of Stalemate_Remember_LO 20.1 Topic: Politics of Stalemate Skill: Remember the Facts Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

4) Which president entered the White House after the heavily disputed election of 1876? a. Grover Cleveland b. William McKinley 314 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank c. Rutherford B. Hayes d. Benjamin Harrison e. William Jennings Bryan Answer: C Difficulty: 1 – Easy Question ID: TB_20_04_Politics of Stalemate_Remember_LO 20.1 Topic: Politics of Stalemate Skill: Remember the Facts Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

5) The Pendleton Act __________. a. eliminated presidential appointments b. provided a merit system for national government jobs c. allowed Congress greater power in appointing government jobs d. gave the judiciary greater power in the national government e. established the Secret Service to protect presidents Answer: B Difficulty: 1 – Easy Question ID: TB_20_05_Politics of Stalemate_Remember_LO 20.1 Topic: Politics of Stalemate Skill: Remember the Facts Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

6) Grover Cleveland __________. a. increased federal activities b. was committed to higher tariffs c. curtailed federal activities d. brought dishonor to the Democratic party e. was reelected in a landslide in 1888 Answer: C Difficulty: 1 – Easy Question ID: TB_20_06_Politics of Stalemate_Remember_LO 20.1 Topic: Politics of Stalemate Skill: Remember the Facts Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

7) Which of the following groups made up the bulk of the electorate until 1900? a. white males b. white males and white females c. white and African American males d. landowning white males e. educated white males Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_20_07_Politics of Stalemate_Remember_LO 20.1 Topic: Politics of Stalemate Skill: Remember the Facts Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

8) The Sherman Antitrust Act __________. a. was vague and at the mercy of the courts b. had little effect on antitrust policy c. was only concerned with regulating railroads d. did not have criminal penalties for violators e. was used aggressively by the Justice Department Answer: A Difficulty: 2 – Moderate Question ID: TB_20_08_Politics of Stalemate_Remember_LO 20.1 Topic: Politics of Stalemate Skill: Remember the Facts Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

9) Those who supported the free coinage of silver __________. a. were convinced it would help the agrarian sectors b. were primarily found in the North and East c. wanted to keep monetary power away from the national government d. found little support for their views in Congress e. thought it would deflate the currency Answer: A Difficulty: 2 – Moderate Question ID: TB_20_09_Politics of Stalemate_Remember_LO 20.1 Topic: Politics of Stalemate Skill: Remember the Facts Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

10) Farmers complained about crop prices during the late nineteenth century, but __________. a. overall profits were high b. rising railroad rates were the real problem c. their poor economic condition was mainly caused by a lack of demand d. overproduction was a contributing factor e. their purchasing power actually increased Answer: E Difficulty: 2 – Moderate Question ID: TB_20_10_The Rise of the Populist Movement_Remember_LO 20.2 Topic: The Rise of the Populist Movement Skill: Remember the Facts Objective: 20.2 What factors led to the formation and growth of the Farmers’ Alliance and People’s party?

11) What was the major objective of the Alliance Movement?

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Brands, American Stories 3e Test Bank a. to form a social organization for farmers b. to organize and politicize the American farmer c. to ensure equal distribution of wealth d. to elect Democrats and Republicans who represented the farmers e. to protect farmers against greedy cattle ranchers Answer: B Difficulty: 1 – Easy Question ID: TB_20_11_The Rise of the Populist Movement_Remember_LO 20.2 Topic: The Rise of the Populist Movement Skill: Remember the Facts Objective: 20.2 What factors led to the formation and growth of the Farmers’ Alliance and People’s party?

12) Which of these was a demand of the Populist party? a. the free coinage of silver b. farm subsidies c. larger protective tariffs d. elimination of the federal income tax e. maintenance of the gold standard Answer: A Difficulty: 2 – Moderate Question ID: TB_20_12_The Rise of the Populist Movement_Remember_LO 20.2 Topic: The Rise of the Populist Movement Skill: Remember the Facts Objective: 20.2 What factors led to the formation and growth of the Farmers’ Alliance and People’s party?

13) The Populist candidate for president in 1892 was __________. a. William Jennings Bryan b. James Weaver c. Mary Lease d. William McKinley e. Grover Cleveland Answer: B Difficulty: 1 – Easy Question ID: TB_20_13_The Crisis of the Depression_Remember_LO 20.3 Topic: The Crisis of the Depression Skill: Remember the Facts Objective: 20.3 What were the main political and labor effects of the panic and depression of the 1890s?

14) The Panic of 1893 __________. a. was caused by the economic changes of the period b. was confined to a small group of investors c. had little effect on the national government d. brought quick, decisive action by the government e. caused banks to increase their number of loans 317 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 2 – Moderate Question ID: TB_20_14_The Crisis of the Depression_Remember_LO 20.3 Topic: The Crisis of the Depression Skill: Remember the Facts Objective: 20.3 What were the main political and labor effects of the panic and depression of the 1890s?

15) Which individual rocketed to national attention because of the Pullman strike? a. Jacob Coxey b. Theodore Dreiser c. Eugene V. Debs d. Henry Adams e. Thomas Watson Answer: C Difficulty 2 – Moderate Question ID: TB_20_15_The Crisis of the Depression_Remember_LO 20.3 Topic: The Crisis of the Depression Skill: Remember the Facts Objective: 20.3 What were the main political and labor effects of the panic and depression of the 1890s?

16) President Cleveland broke the Pullman strike on grounds that it had __________. a. exposed the United States to foreign invasion b. interfered with the collection of taxes c. raised the possibility of open class warfare d. obstructed the delivery of the mail e. forced wealthy travelers to ride in ordinary passenger cars Answer: D Difficulty: 2 – Moderate Question ID: TB_20_16_The Crisis of the Depression_Remember_LO 20.3 Topic: The Crisis of the Depression Skill: Remember the Facts Objective: 20.3 What were the main political and labor effects of the panic and depression of the 1890s?

17) Who was president of the United States during the depression of 1893? a. Herbert Hoover b. Grover Cleveland c. Rutherford B. Hayes d. William McKinley e. Theodore Roosevelt Answer: B Difficulty: 1 – Easy Question ID: TB_20_17_The Crisis of the Depression_Remember_LO 20.3 Topic: The Crisis of the Depression Skill: Remember the Facts Objective: 20.3 What were the main political and labor effects of the panic and depression of the 1890s?

18) Early in the 1890s, the Democrats succeeded in __________.

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Brands, American Stories 3e Test Bank a. modestly reducing tariff levels b. taking the United States off the gold standard c. driving the economy to higher levels d. correcting the abuses of stock speculators e. increasing tariffs to protect American industry Answer: A Difficulty: 2 – Moderate Question ID: TB_20_18_The Crisis of the Depression_Remember_LO 20.3 Topic: The Crisis of the Depression Skill: Remember the Facts Objective: 20.3 What were the main political and labor effects of the panic and depression of the 1890s?

19) In 1894, __________. a. Grover Cleveland had strong support for his policies b. few voters supported a strong, active government c. the Populist party was a major political party d. the deadlock between the Republicans and Democrats ended e. Americans became more suspicious of government power Answer: D Difficulty: 2 – Moderate Question ID: TB_20_19_The Crisis of the Depression_Remember_LO 20.3 Topic: The Crisis of the Depression Skill: Remember the Facts Objective: 20.3 What were the main political and labor effects of the panic and depression of the 1890s?

20) The greatest change in American literature during the late 1800s was the rise of __________. a. poetry b. evolutionism c. realism d. romanticism e. impressionism Answer: C Difficulty: 1 – Easy Question ID: TB_20_20_Changing Attitudes_Remember_LO 20.4 Topic: Changing Attitudes Skill: Remember the Facts Objective: 20.4 What changes in outlook did the panic and depression of the 1890s bring about?

21) The writings of Mark Twain __________. a. reflected the mood of romanticism in literature b. portrayed life in the tenements of the East c. relied on literary language in a prose style d. relied on realism and humor e. never gained international prominence Answer: D 319 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_20_21_Changing Attitudes_Remember_LO 20.4 Topic: Changing Attitudes Skill: Remember the Facts Objective: 20.4 What changes in outlook did the panic and depression of the 1890s bring about?

22) What was the major issue of the election of 1896? a. race relations b. tariffs c. political patronage d. railroad regulation e. currency Answer: E Difficulty: 1 – Easy Question ID: TB_20_22_The Presidential Election of 1896_Remember_LO 20.5 Topic: The Presidential Election of 1896 Skill: Remember the Facts Objective: 20.5 Why was the presidential election of 1896 so important?

23) Who were the two major presidential candidates in the 1896 election? a. William Howard Taft and William Jennings Bryan b. Thomas Reed and Grover Cleveland c. William Jennings Bryan and William McKinley d. Marcus Hanna and Thomas Watson e. Grover Cleveland and William Jennings Bryan Answer: C Difficulty: 1 – Easy Question ID: TB_20_23_The Presidential Election of 1896_Remember_LO 20.5 Topic: The Presidential Election of 1896 Skill: Remember the Facts Objective: 20.5 Why was the presidential election of 1896 so important?

24) When the Democrats endorsed silver in 1896, the Populists __________. a. disbanded and merged with the Democrats b. seconded the nomination of Bryan c. disbanded and merged with the Republicans d. seconded the nomination of McKinley e. nominated Tom Watson of Georgia for president Answer: B Difficulty: 2 – Moderate Question ID: TB_20_24_The Presidential Election of 1896_Remember_LO 20.5 Topic: The Presidential Election of 1896 Skill: Remember the Facts Objective: 20.5 Why was the presidential election of 1896 so important?

25) As president, William McKinley __________. a. was an activist president 320 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. could not get along with Congress c. was perceived as a reactionary president d. decreased federal power while in office e. maintained an isolated administration Answer: A Difficulty: 2 – Moderate Question ID: TB_20_25_The McKinley Administration_Remember_LO 20.6 Topic: The McKinley Administration Skill: Remember the Facts Objective: 20.6 What did McKinley accomplish that placed the results of the 1896 election on a solid basis?

26) Politically, which of the following was the case in the 1870s and 1880s? a. The Republicans dominated the South. b. The Democrats dominated the North. c. National elections were usually decided in the biggest states, such as Virginia. d. The influence of the Civil War generation was fading. e. Nationally the two parties were evenly balanced in strength.

Answer: E Difficulty: 2 – Moderate Question ID: TB_20_26_Politics of Stalemate_Understand_LO 20.1 Topic: Politics of Stalemate Skill: Understand the Connections Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

27) The Republican party platform in the post-Civil War period __________. a. included lower protective tariffs b. did not include civil rights legislation c. promised subsidies to railroads d. included decentralized government power e. ignored moral issues Answer: C Difficulty: 2 – Moderate Question ID: TB_20_27_Politics of Stalemate_Understand_LO 20.1 Topic: Politics of Stalemate Skill: Understand the Connections Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

28) How did the Democrats and Republicans feel about federal tariffs in the 1880s? a. Republicans wanted to lower the tariff so that Americans could spend more, but Democrats wanted to keep the tariff to pay for infrastructure. b. Both Democrats and Republicans wanted the tariff to be lowered, but for different reasons. c. Democrats wanted to lower the tariff, but Republicans felt that this undermined American business. d. Republicans wanted to raise the tariff to boost business, but Democrats felt that the tariff should remain as it was. e. Democrats wanted to raise the tariff in order to fund public education, but Republicans wanted to lower the tariff in order to boost business.

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Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_20_28_Politics of Stalemate_Understand_LO 20.1 Topic: Politics of Stalemate Skill: Understand the Connections Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

29) What was the result of the 1895 Supreme Court case involving the E. C. Knight Company? a. The regulatory powers of the federal government were strengthened. b. There was stronger regulation over manufacturing. c. It had little effect on national policy. d. It further weakened the Sherman Antitrust Act. e. A sharp distinction was drawn between commerce and manufacturing.

Answer: E Difficulty: 2 – Moderate Question ID: TB_20_29_Politics of Stalemate_Understand_LO 20.1 Topic: Politics of Stalemate Skill: Understand the Connections Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

30) Why was the Republican-controlled Congress of 1890 notable? a. It was unable to assert federal authority. b. Its legislation shaped the future policy of the nation. c. It was overwhelmingly reelected. d. It gained support of the Democrats. e. It spent frugally in an effort to build up the U.S. Treasury.

Answer: B Difficulty: 2 – Moderate Question ID: TB_20_30_Politics of Stalemate_Understand_LO 20.1 Topic: Politics of Stalemate Skill: Understand the Connections Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

31) Which of the following lists events in the correct chronological order? a. Republican policy to regulate industry, Panic of 1893, Republican policy to promote industry b. Republican policy to promote industry, Republican policy to regulate industry, Panic of 1893 c. Republican policy to promote industry, Panic of 1893, Republican policy to regulate industry d. Panic of 1893, Republican policy to promote industry, Republican policy to regulate industry e. Republican policy to regulate industry, Republican policy to promote industry, Panic of 1893 Answer: B Difficulty: 2 – Moderate Question ID: TB_20_31_Politics of Stalemate_Understand_LO 20.1 Topic: Politics of Stalemate Skill: Understand the Connections Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

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Brands, American Stories 3e Test Bank 32) In 1890, the American electorate rejected __________. a. Democratic legislative activism by crushing the party in the congressional elections b. Republican legislative activism by crushing the party in the congressional elections c. the legislative passiveness of both major parties by electing many third-party and especially Populist candidates to Congress d. Republican passiveness by crushing the party in the congressional elections e. Democratic passiveness by crushing the party in the congressional elections Answer: B Difficulty: 2 – Moderate Question ID: TB_20_32_Politics of Stalemate_Understand_LO 20.1 Topic: Politics of Stalemate Skill: Understand the Connections Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

33) Which of the following was a reason for farm discontent in the late nineteenth century? a. the inability of farmers to organize to voice discontent b. the rising railroad rates c. the lack of new farm technology d. the perception of a loss of status in society e. the loss of farmers to urban factories Answer: D Difficulty: 2 – Moderate Question ID: TB_20_33_The Rise of the Populist Movement_Understand_LO 20.2 Topic: The Rise of the Populist Movement Skill: Understand the Connections Objective: 20.2 What factors led to the formation and growth of the Farmers’ Alliance and People’s party?

34) The leaders of the Southern Farmers' Alliance __________. a. formed the first major People's party b. tried to capture the Democratic party c. eschewed politics for more radical methods d. often crossed over to the Republican party e. were more concerned about economic rights than political rights Answer: B Difficulty: 2 – Moderate Question ID: TB_20_34_The Rise of the Populist Movement_Understand_LO 20.2 Topic: The Rise of the Populist Movement Skill: Understand the Connections Objective: 20.2 What factors led to the formation and growth of the Farmers’ Alliance and People’s party?

35) Why did the Colored Farmers' National Alliance end? a. A posse lynched 15 strikers. b. Prices on cotton increased significantly. c. Southern planters used strike breakers in the cotton fields. d. The Farmers' Alliance expelled all African Americans from the organization.

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Brands, American Stories 3e Test Bank e. African Americans were integrated into the Farmers' Alliance.

Answer: A Difficulty: 2 – Moderate Question ID: TB_20_35_The Rise of the Populist Movement_Understand_LO 20.2 Topic: The Rise of the Populist Movement Skill: Understand the Connections Objective: 20.2 What factors led to the formation and growth of the Farmers’ Alliance and People’s party?

36) What was one result of the election of 1892? a. It brought disappointing results for the Populists. b. It provided the Populists with a national forum. c. It saw many voters switching to the Populist party. d. It had little effect on national issues. e. It brought Leonidas Polk to the presidency.

Answer: A Difficulty: 2 – Moderate Question ID: TB_20_36_The Rise of the Populist Movement_Understand_LO 20.2 Topic: The Rise of the Populist Movement Skill: Understand the Connections Objective: 20.2 What factors led to the formation and growth of the Farmers’ Alliance and People’s party?

37) What was a consequence of the depression of 1893? a. It changed American ideas about government and the economy. b. It united the country in support of the free silver movement. c. It pushed rural and urban societies farther apart. d. It had a lasting effect on American society. e. It mainly hurt western and southern farmers.

Answer: A Difficulty: 2 – Moderate Question ID: TB_20_37_The Crisis of the Depression_Understand_LO 20.3 Topic: The Crisis of the Depression Skill: Understand the Connections Objective: 20.3 What were the main political and labor effects of the panic and depression of the 1890s?

38) In the Pullman Strike of 1894, what did Grover Cleveland's intervention accomplish? a. It gave business the court injunction as a new weapon against labor. b. It ensured the success of the strike. c. It failed to end the strike. d. It gave workers the protection of a court injunction. e. It led to the creation of the Pullman Porters Union.

Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_20_38_The Crisis of the Depression_Understand_LO 20.3 Topic: The Crisis of the Depression Skill: Understand the Connections Objective: 20.3 What were the main political and labor effects of the panic and depression of the 1890s?

39) What was a result of the repeal of the Sherman Silver Purchase Act? a. Republicans were mostly confined to the South. b. Democrats became the majority party in the country. c. The country's gold reserve rose. d. It led to higher inflation. e. It strengthened the Democrats who supported silver in their bid for the 1896 presidency.

Answer: E Difficulty: 2 – Moderate Question ID: TB_20_39_The Crisis of the Depression_Understand_LO 20.3 Topic: The Crisis of the Depression Skill: Understand the Connections Objective: 20.3 What were the main political and labor effects of the panic and depression of the 1890s?

40) Why did Populists not gain as many seats in Congress as they had expected to gain in the 1894 election? a. In the South, Democrats used fraud and violence to keep people from voting for Populist candidates. b. In the Midwest, discontented voters tended to vote for Democrats and not Populists. c. The unemployed, who were big supporters of the Populists, did not vote as widely as expected. d. In the South, despite Populist support, more people ultimately voted Republican. e. The Populist supporters in New England chose to vote Republican instead.

Answer: A Difficulty: 2 – Moderate Question ID: TB_20_40_The Crisis of the Depression_Understand_LO 20.3 Topic: The Crisis of the Depression Skill: Understand the Connections Objective: 20.3 What were the main political and labor effects of the panic and depression of the 1890s?

41) What was the significance of a 1901 study of working-class families? a. It revealed that child labor had virtually ceased. b. It showed that the number of working women decreased. c. It showed that over 50 percent of the principal breadwinners were out of work. d. It revealed that children were attending school in record numbers. e. It showed that fewer immigrants were working-class.

Answer: C Difficulty: 2 – Moderate Question ID: TB_20_41_Changing Attitudes_Understand_LO 20.4 Topic: Changing Attitudes Skill: Understand the Connections Objective: 20.4 What changes in outlook did the panic and depression of the 1890s bring about?

42) During the 1890s, writers who rejected romanticism often wrote __________.

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Brands, American Stories 3e Test Bank a. regional stories depicting everyday life b. grand epic stories in which the hero always defeated the villain c. disparaging tales about ethnic groups, perpetuating anti-immigrant feelings d. political pamphlets championing their candidate e. allegorical stories that used many examples from the Bible Answer: A Difficulty: 2 – Moderate Question ID: TB_20_42_Changing Attitudes_Understand_LO 20.4 Topic: Changing Attitudes Skill: Understand the Connections Objective: 20.4 What changes in outlook did the panic and depression of the 1890s bring about?

43) Why did support for free silver coinage grow rapidly from 1894 to 1896? a. It seemed a simple, compelling answer to the economic crisis. b. Workers joined farmers in support of coinage. c. Cleveland Democrats joined workers in support of coinage. d. The country was rapidly running out of gold reserves. e. Silver would ensure that there would be less actual money in circulation.

Answer: A Difficulty: 2 – Moderate Question ID: TB_20_43_The Presidential Election of 1896_Understand_LO 20.5 Topic: The Presidential Election of 1896 Skill: Understand the Connections Objective: 20.5 Why was the presidential election of 1896 so important?

44) Why did the Populists nominate Tom Watson for vice president in the 1896 election? a. They felt that he was a stronger candidate than William Jennings Bryan. b. They wanted a Republican vice president to balance the ticket with a Democratic president. c. Watson, unlike William Jennings Bryan, supported free coinage of silver, which the Populists also supported. d. They thought that Watson would ensure that voters would elect a Populist president. e. They were endorsing the Democratic candidate for president and so wanted their own candidate for vice president.

Answer: E Difficulty: 2 – Moderate Question ID: TB_20_44_The Presidential Election of 1896_Understand_LO 20.5 Topic: The Presidential Election of 1896 Skill: Understand the Connections Objective: 20.5 Why was the presidential election of 1896 so important?

45) Why was William Jennings Bryan defeated in 1896? a. He did not campaign directly among the voters. b. He was unable to win Populist support. c. The established eastern press had deserted him. d. Few voters were interested in the campaign. e. He was an awkward and shy speaker.

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Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_20_45_The Presidential Election of 1896_Understand_LO 20.5 Topic: The Presidential Election of 1896 Skill: Understand the Connections Objective: 20.5 Why was the presidential election of 1896 so important?

46) Which best describes the decision that shattered the Populist party in 1896? a. endorsement for the presidency of the Democratic candidate William Jennings Bryan b. admission of African Americans to the party's ranks c. nomination of their own candidate, James Weaver, for the presidency d. expulsion of all African American members in an attempt to attract more southern support e. support of free coinage of silver Answer: A Difficulty: 2 – Moderate Question ID: TB_20_46_The Presidential Election of 1896_Understand_LO 20.5 Topic: The Presidential Election of 1896 Skill: Understand the Connections Objective: 20.5 Why was the presidential election of 1896 so important?

47) By 1900, toward what new policy was President McKinley attempting to direct the Republican party? a. monetary inflation through silver coinage b. promoting economic growth with subsidies and tariffs c. laissez-faire d. increasing tariff rates again e. decreasing the country's gold supply then in circulation Answer: D Difficulty: 2 – Moderate Question ID: TB_20_47_The McKinley Administration_Understand_LO 20.6 Topic: The McKinley Administration Skill: Understand the Connections Objective: 20.6 What did McKinley accomplish that placed the results of the 1896 election on a solid basis?

48) What was the general difference between the Democrats and Republicans in the late 1800s? a. Democrats felt that social reform was fundamental to the economic success of the nation, while Republicans felt that government regulation was more important. b. Democrats favored high inflation to boost business, while Republicans favored the free coinage of silver and gold. c. Democrats favored government control of all business, while Republicans wanted very little government regulation of business. d. Democrats tended to favor little federal government intervention, while Republicans believed that the federal government should promote economic and social reform. e. Democrats believed that the federal government should take an active role in economic and social reform, while Republicans favored little government intervention.

Answer: D 327 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_20_48_Politics of Stalemate_Analyze_LO 20.1 Topic: Politics of Stalemate Skill: Analyze It Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

49) Why was silver not just a political or economic issue but also a social movement in the 1890s? a. Those who favored silver coinage identified themselves with urbanization and industrialization. b. Supporting the free coinage of silver meant rejecting all government intervention in economic issues. c. Those who were unemployed tended to fight against the free and independent coinage of silver. d. Those who supported the free coinage of silver also supported other economic programs and could be identified as supporters of change. e. Identifying oneself with silver coinage also indicated one’s values and political affiliation.

Answer: E Difficulty: 2 – Moderate Question ID: TB_20_49_The Presidential Election of 1896_Analyze_LO 20.5 Topic: The Presidential Election of 1896 Skill: Analyze It Objective: 20.5 Why was the presidential election of 1896 so important?

50) What does the following quotation mean: "In 1899, McKinley spoke of lowering tariff barriers in a world that technology had made smaller"? a. After technology had connected the United States to the rest of the world, it made sense to lower taxes on goods to and from other countries. b. Because the population of the United States had been decreasing slowly over the nineteenth century, it made sense to lower taxes on goods from other countries. c. Since the United States was so dependent on technology from other countries, it made sense to lower taxes on this technology. d. Because taxes had decreased over the last decades of the nineteenth century, technology exchange between countries had increased. e. Until taxes on goods exported to other countries were increased, the rest of the world could not benefit from American technology.

Answer: A Difficulty: 2 – Moderate Question ID: TB_20_50_The McKinley Administration_Analyze_LO 20.6 Topic: The McKinley Administration Skill: Analyze It Objective: 20.6 What did McKinley accomplish that placed the results of the 1896 election on a solid basis?

Essay Questions 51) What factors account for political party loyalty in the late nineteenth century? How was the sectional political balance related to high voter turnout in presidential elections?

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_20_51_Politics of Stalemate_Analyze_LO 20.1 Topic: Politics of Stalemate Skill: Analyze It Objective: 20.1 Why was there a stalemate between Republicans and Democrats until the mid-1890s?

52) What issues led to the Populist movement? Why did the Populist party fail to achieve major party status?

Difficulty: 3 – Difficult Question ID: TB_20_52_The Rise of the Populist Movement_Analyze_LO 20.2 Topic: The Rise of the Populist Movement / The Presidential Election of 1896 Skill: Analyze It Objective: 20.2 What factors led to the formation and growth of the Farmers’ Alliance and People’s party?, 20.5 Why was the presidential election of 1896 so important?

53) What were the political consequences of the depression of the 1890s?

Difficulty: 3 – Difficult Question ID: TB_20_53_The Crisis of the Depression_Analyze_LO 20.3 Topic: The Crisis of the Depression Skill: Analyze It Objective: 20.3 What were the main political and labor effects of the panic and depression of the 1890s?

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Brands, American Stories 3e Test Bank Chapter 21: Toward Empire, 1865-1902 Multiple-Choice Questions 1) Theodore Roosevelt resigned from his position as __________ to organize the Rough Riders. a. vice president b. secretary of defense c. assistant secretary of defense d. secretary of the navy e. assistant secretary of the navy Answer: E Difficulty: 1 – Easy Question ID: TB_21_01_Introduction—Roosevelt and the Rough Riders_Remember Topic: Introduction—Roosevelt and the Rough Riders Skill: Remember the Facts Objective: N/A 2) For many political and religious leaders, expansionism __________. a. meant the demise of the American system b. would threaten the purity of the Anglo-Saxon race c. would put the United States into direct conflict with European nations d. would mean the triumph of American civilization around the globe e. went against the ideals of American democracy Answer: D Difficulty: 2 – Moderate Question ID: TB_21_02_America Looks Outward_Remember_LO 21.1 Topic: America Looks Outward Skill: Remember the Facts Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

3) Josiah Strong __________. a. fostered the concept of the righteousness of American expansion b. believed that only missionary work should be done overseas c. had little regard for the theories of Charles Darwin d. hindered American expansion through his religious teachings e. thought foreign trade was unimportant to the United States Answer: A Difficulty: 2 – Moderate Question ID: TB_21_03_America Looks Outward_Remember_LO 21.1 Topic: America Looks Outward Skill: Remember the Facts Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

4) What did William Seward's foreign policy include? a. avoiding entangling foreign alliances b. concentrating on promoting trade and commerce c. alliances with major European powers 330 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. U.S. domination of the Americas e. U.S. acquisition of Mexico, but not Canada Answer: D Difficulty: 2 – Moderate Question ID: TB_21_04_America Looks Outward_Remember_LO 21.1 Topic: America Looks Outward Skill: Remember the Facts Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

5) James G. Blaine's greatest diplomatic success was __________. a. the purchase of Alaska b. securing home rule for Canada c. settling the Alabama claims with Britain d. paving the way for the establishment of the Pan-American Union e. averting a war with Britain over the boundary of Venezuela Answer: D Difficulty: 2 – Moderate Question ID: TB_21_05_America Looks Outward_Remember_LO 21.1 Topic: America Looks Outward Skill: Remember the Facts Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

6) During the Cleveland administration, which nation did the United States almost go to war with over a Latin America boundary dispute? a. Germany b. Great Britain c. Venezuela d. Mexico e. Spain Answer: B Difficulty: 1 – Easy Question ID: TB_21_06_America Looks Outward_Remember_LO 21.1 Topic: America Looks Outward Skill: Remember the Facts Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

7) In response to the successful American revolt in Hawaii in 1893, Grover Cleveland __________. a. immediately annexed the islands b. restored the queen to power c. apologized to the Hawaiian people d. refused to recognize the new government e. tried, but failed, to restore the queen to power Answer: E

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_21_07_America Looks Outward_Remember_LO 21.1 Topic: America Looks Outward Skill: Remember the Facts Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

8) After 1890, the U.S. Navy's building program __________. a. was called off altogether to help balance the federal budget b. began to concentrate on fast, lightly armored commerce raiders c. began to emphasize static coastal defenses over building ships d. shifted to the construction of a battleship navy with offensive striking power e. started using steel steamships instead of sailing vessels Answer: D Difficulty: 2 – Moderate Question ID: TB_21_08_America Looks Outward_Remember_LO 21.1 Topic: America Looks Outward Skill: Remember the Facts Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

9) Which of the following was true according to the theories of Alfred Thayer Mahan? a. Large armies will protect American interests around the globe. b. American greatness will be recognized through industrial output. c. Little will be gained from American expansion abroad. d. A strong navy is an integral part of America's wealth and power. e. Standing armies are dangerous.

Answer: D Difficulty: 2 – Moderate Question ID: TB_21_09_America Looks Outward_Remember_LO 21.1 Topic: America Looks Outward Skill: Remember the Facts Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

10) In their approaches to the Cuban rebellion against Spain, __________. a. President Cleveland was generally neutral while President McKinley favored the insurgents b. President Cleveland wanted to intervene on behalf of the insurgents, but President McKinley wanted neutrality c. both Presidents Cleveland and McKinley wanted war with Spain d. both Presidents Cleveland and McKinley were totally neutral e. both Presidents Cleveland and McKinley opposed any involvement with Spain or Cuba Answer: A Difficulty: 2 – Moderate Question ID: TB_21_10_War with Spain_Remember_LO 21.2 Topic: War with Spain Skill: Remember the Facts Objective: 21.2 What were the causes and results of the war with Spain?

11) One consequence of General Weyler's policy in Cuba was __________.

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Brands, American Stories 3e Test Bank a. to generate public sympathy for the Cuban people among Americans b. that it effectively ended the Cuban rebellion c. to generate support for military action by President Cleveland d. an alliance between Cuban rebels and the American government e. the end of "reconcentration" as a policy Answer: A Difficulty: 2 – Moderate Question ID: TB_21_11_War with Spain_Remember_LO 21.2 Topic: War with Spain Skill: Remember the Facts Objective: 21.2 What were the causes and results of the war with Spain?

12) By late 1897, Spain was __________. a. unwilling to meet any American demands b. trying to avoid a confrontation with the United States c. directing the polices of General Weyler d. determined to maintain control at all costs e. willing to free Cuba rather than go to war Answer: B Difficulty: 2 – Moderate Question ID: TB_21_12_War with Spain_Remember_LO 21.2 Topic: War with Spain Skill: Remember the Facts Objective: 21.2 What were the causes and results of the war with Spain?

13) Which of the following was true at the outset of the Spanish-American War? a. There was little public support for the war in the United States. b. The American military was well prepared to fight a war. c. It was difficult to find the necessary volunteers for the American military. d. The American army was composed of soldiers well trained in quelling Native American uprisings. e. The American army was 200,000 strong.

Answer: D Difficulty: 2 – Moderate Question ID: TB_21_13_War with Spain_Remember_LO 21.2 Topic: War with Spain Skill: Remember the Facts Objective: 21.2 What were the causes and results of the war with Spain?

14) During the Spanish-American War, African Americans in the military __________. a. found segregation and discrimination similar to civilian life b. were treated as equals and given opportunities for advancements c. had little opportunity to distinguish themselves in battle d. were able to pressure the government for civil rights reforms e. were never allowed command positions Answer: A 333 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_21_14_War with Spain_Remember_LO 21.2 Topic: War with Spain Skill: Remember the Facts Objective: 21.2 What were the causes and results of the war with Spain?

15) To what did the term "smoked Yankee" refer in the Spanish-American War? a. northern artillery units b. African American infantry regiments c. guerrilla fighters in Cuba d. Theodore Roosevelt's Rough Riders e. members of integrated units Answer: B Difficulty: 1 – Easy Question ID: TB_21_15_War with Spain_Remember_LO 21.2 Topic: War with Spain Skill: Remember the Facts Objective: 21.2 What were the causes and results of the war with Spain?

16) The actions of Commodore Dewey in the Philippines __________. a. had little effect on the outcome of the war b. disproved Mahan's theories regarding naval supremacy c. provided the United States with an unexpected prize of war d. showed the surprising strength of the Spanish fleet e. were undeniably illegal, even if effective Answer: C Difficulty: 2 – Moderate Question ID: TB_21_16_War with Spain_Remember_LO 21.2 Topic: War with Spain Skill: Remember the Facts Objective: 21.2 What were the causes and results of the war with Spain?

17) Which individual is matched with the area of his greatest foreign policy success? a. James G. Blaine : Latin America b. George Dewey : Russia c. William Seward : China d. John Hay : Hawaii e. John W. Foster : Alaska Answer: A Difficulty: 2 – Moderate Question ID: TB_21_17_Acquisition of Empire_Remember_LO 21.3 Topic: Acquisition of Empire Skill: Remember the Facts Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

18) Which territory caused the most debate about the merits of the United States acquiring an empire?

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Brands, American Stories 3e Test Bank a. Guam b. Hawaii c. Puerto Rico d. the Philippines e. the Dominican Republic Answer: D Difficulty: 2 – Moderate Question ID: TB_21_18_Acquisition of Empire_Remember_LO 21.3 Topic: Acquisition of Empire Skill: Remember the Facts Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

19) Which of the following individuals favored the annexation of the Philippines? a. Jane Addams b. Andrew Carnegie c. Mark Twain d. William McKinley e. Samuel Gompers Answer: D Difficulty: 1 – Easy Question ID: TB_21_19_Acquisition of Empire_Remember_LO 21.3 Topic: Acquisition of Empire Skill: Remember the Facts Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

20) The Philippine-American War was __________. a. a minor event for Americans b. more costly than the Spanish-American War c. fought in a traditional manner d. never completely resolved e. over even before the Spanish-American War Answer: B Difficulty: 2 – Moderate Question ID: TB_21_20_Acquisition of Empire_Remember_LO 21.3 Topic: Acquisition of Empire Skill: Remember the Facts Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

21) Who was the leader of the Filipino resistance to U.S. occupation of the Philippines? a. Emilio Aguinaldo b. Andres Samoza c. William Howard Taft d. Ferdinand Marcos e. Jose Marti 335 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 1 – Easy Question ID: TB_21_21_Acquisition of Empire_Remember_LO 21.3 Topic: Acquisition of Empire Skill: Remember the Facts Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

22) Under the terms of the Taft Commission, the United States __________. a. would control the Philippines in perpetuity b. gave the Filipinos complete independence c. provided funds but did not interfere with local government in the Philippines d. gave the army complete control of the Philippines e. guaranteed future independence for the Philippines Answer: E Difficulty: 2 – Moderate Question ID: TB_21_22_Acquisition of Empire_Remember_LO 21.3 Topic: Acquisition of Empire Skill: Remember the Facts Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

23) By 1900, China __________. a. had succeeded in resisting European influence b. was divided by civil war c. had become vulnerable to European imperialism d. had closed the door to the outside world e. welcomed U.S. intervention Answer: C Difficulty: 2 – Moderate Question ID: TB_21_23_Acquisition of Empire_Remember_LO 21.3 Topic: Acquisition of Empire Skill: Remember the Facts Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

24) The Open Door notes __________. a. called for China to trade with the United States b. met with the approval of western Europe c. had little effect on American policy in the Far East d. provided the United States with a sphere of influence in China e. were publicly denounced in China Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_21_24_Acquisition of Empire_Remember_LO 21.3 Topic: Acquisition of Empire Skill: Remember the Facts Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

25) Where did the Boxer Rebellion take place? a. the Philippines b. China c. Hawaii d. Cuba e. Puerto Rico Answer: B Difficulty: 2 – Moderate Question ID: TB_21_25_Acquisition of Empire_Remember_LO 21.3 Topic: Acquisition of Empire Skill: Remember the Facts Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

26) How did the end of the Spanish-American War establish the United States as a world power? a. It gave the United States lands beyond its borders, making it an imperial power. b. It marked the first U.S. major military victory against a world power. c. It opened the Caribbean to the United States, giving it protectorates like European countries. d. It led to the annexation of the Philippines, giving the United States a stronghold in the Pacific and access to all of Asia. e. It showed the rest of the world that the United States was militarily powerful and diplomatically weak, like most other world powers.

Answer: A Difficulty: 2 – Moderate Question ID: TB_21_26_Introduction—Roosevelt and the Rough Riders_Understand Topic: Introduction—Roosevelt and the Rough Riders Skill: Understand the Connections Objective: N/A 27) Why was American expansion of the 1890s different from earlier expansionist moves? a. It was intended for settlement. b. It was primarily for agricultural objectives. c. It would create economic and military colonies overseas. d. It would venture into uninhabited areas. e. It was the result of war.

Answer: C

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_21_27_America Looks Outward_Understand_LO 21.1 Topic: America Looks Outward Skill: Understand the Connections Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

28) Why did some people in the 1890s, and even today, consider late-nineteenth-century American foreign policy an aberration? a. As a democratic republic founded on the idea of freedom, the United States had no right to deny independence to other countries by annexation. b. The United States had once been a colony itself, so creating other colonies around the world was part of its history and legacy. c. The United States had once been a small country of just thirteen states, so expanding to new lands and creating new states was an aberration. d. As a democratic republic founded on the idea of freedom, the United States had the obligation to seek the same rights for countries around the world. e. As a former colony, the United States understood the challenges of gaining independence and could better assist new nations than Europe could.

Answer: A Difficulty: 2 – Moderate Question ID: TB_21_28_America Looks Outward_Understand_LO 21.1 Topic: America Looks Outward Skill: Understand the Connections Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

29) How did U.S. geography encourage isolationism? a. The United States was so close to Canada and Mexico that expansion there seemed natural. b. The United States was a relatively small country compared to Canada or Mexico, making it less willing to engage in armed conflicts over land. c. The United States was protected on both sides by vast oceans that discouraged attack from Europe or Asia. d. The United States had just concluded the Civil War and was more concerned with domestic affairs than foreign ones. e. The United States was beginning to prosper and look for new markets for its products and workers for its factories.

Answer: C Difficulty: 2 – Moderate Question ID: TB_21_29_America Looks Outward_Understand_LO 21.1 Topic: America Looks Outward Skill: Understand the Connections Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

30) One factor that fostered a change in American foreign policy during the 1890s was __________. a. the census report of 1890 b. concern over lack of natural resources c. oversaturation of foreign markets d. the fear of racial mixing e. the perceived need to build up domestic markets 338 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 2 – Moderate Question ID: TB_21_30_America Looks Outward_Understand_LO 21.1 Topic: America Looks Outward Skill: Understand the Connections Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

31) How were religion and foreign policy related in the late nineteenth and early twentieth centuries in the United States? a. Most U.S. foreign ministers were religious leaders, using their diplomatic posts for missionary access. b. Most religious leaders believed that God had blessed the United States with riches that should be shared with the world's poor, making foreign policy mainly about charity. c. Most religious leaders believed that God had given the United States to Christians, and they should be content and not seek more riches throughout the world. d. Most religious leaders believed that Americans should bring Christianity to the rest of the world, so they advocated imperialist foreign policies. e. Most religious leaders followed the "conversion by sword" example of European Christian powers in the Middle Ages, so they advocated U.S. military coups.

Answer: D Difficulty: 2 – Moderate Question ID: TB_21_31_America Looks Outward_Understand_LO 21.1 Topic: America Looks Outward Skill: Understand the Connections Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

32) Why did William Seward encourage the United States to buy Alaska? a. He predicted Alaska's rich resources. b. He, like most expansionists, believed any new land was worth attaining. c. It gave the United States access to Russia and Asia. d. It gave the United States access to the Pacific Ocean. e. He hoped the United States would annex Canada.

Answer: E Difficulty: 2 – Moderate Question ID: TB_21_32_America Looks Outward_Understand_LO 21.1 Topic: America Looks Outward Skill: Understand the Connections Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

33) How did the United States and Great Britain avoid war over Venezuela? a. The U.S. defeat of Spain in Cuba sobered Great Britain into conceding Venezuela. b. Great Britain's superior naval fleet, fully deployed off the coast of Venezuela and Guiana, discouraged U.S. involvement. c. Larger problems in Africa and Europe caused Britain to agree to negotiate with Venezuela. d. The U.S. annexation of Hawaii and the Philippines sobered Great Britain into conceding Venezuela. e. The Venezuelan people successfully boycotted British and U.S. products, demonstrating their resolve for self-rule.

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Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_21_33_America Looks Outward_Understand_LO 21.1 Topic: America Looks Outward Skill: Understand the Connections Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

34) Why did American interest in Hawaii increase in the 1890s? a. There was intense pressure by American missionaries. b. There was a fear of German influence in the region. c. The economic and military value of the islands increased. d. American political leaders believed the islands could be a model for expansionism. e. Native Hawaiians appealed to the United States for help.

Answer: C Difficulty: 2 – Moderate Question ID: TB_21_34_America Looks Outward_Understand_LO 21.1 Topic: America Looks Outward Skill: Understand the Connections Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

35) Why did the Republic of Hawaii embarrass President Cleveland? a. It showed the world that Cleveland was an imperialistic president who orchestrated military coups to gain land. b. It showed the world that Cleveland and the United States had an imperialist foreign policy that contradicted their independence-minded domestic policy. c. The Republic was his idea, and it failed when it was only a week old. d. It showed that the American rebels in Hawaii did not respect President Cleveland's authority. e. It showed that the small country of Hawaii was able to defeat the United States, an embarrassment to America, which prided itself on its new world power status.

Answer: D Difficulty: 2 – Moderate Question ID: TB_21_35_America Looks Outward_Understand_LO 21.1 Topic: America Looks Outward Skill: Understand the Connections Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

36) Annexing the Hawaiian Islands was difficult because of __________. a. the lack of clear motives for annexation b. economic problems on the domestic front c. the opposition to annexing European and Asian allies d. the lack of consensus for annexation by Hawaiian planters e. the fear of making the non-Christian Hawaiians citizens of the United States Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_21_36_America Looks Outward_Understand_LO 21.1 Topic: America Looks Outward Skill: Understand the Connections Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

37) How were Admiral Mahan's naval theories connected to industrialism? a. He applied industrialization theories to shipbuilding practices to help produce a large, new fleet of navy vessels. b. He believed that industrialism created surplus products, making a need for merchant ships to reach foreign markets and a navy to protect these merchants. c. He saw that, throughout history, only nations with strong navies were able to compete in industrial societies. d. He believed that industrialization was dehumanizing people, so he encouraged the traditional manual labor of shipbuilding and sailing. e. He believed that industrialism was distracting Americans from important foreign affairs, so he developed a navy that would focus Americans outward.

Answer: B Difficulty: 2 – Moderate Question ID: TB_21_37_America Looks Outward_Understand_LO 21.1 Topic: America Looks Outward Skill: Understand the Connections Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

38) In what way did the outcome of the Spanish-American War fulfill Theodore Roosevelt's hopes for it? a. It gave the United States influence and eventually dominance in Latin America and Asia. b. It made the United States a world power, equal to European imperialist countries. c. It gave the United States more foreign markets for its surplus of industrialized goods. d. It gave the United States influence in the Caribbean, it helped further annexation in Hawaii, and it was the impetus to creating a powerful navy. e. It freed Cuba, it gave Americans something to think about other than material gain, and it gave the army and navy practice.

Answer: E Difficulty: 2 – Moderate Question ID: TB_21_38_War with Spain_Understand_LO 21.2 Topic: War with Spain Skill: Understand the Connections Objective: 21.2 What were the causes and results of the war with Spain?

39) What was one result of yellow journalism stories about Cuba in the 1890s? a. Americans believed Cubans were conspiring to control the Caribbean and were, therefore, reluctant to go to war to help them gain independence. b. Americans believed that Spain had a right to imperialist holdings in Cuba but that they should treat their colonies better. c. Americans became enraged about Spain's treatment of Cubans and the sinking of the U.S. Navy ship, the Maine. d. Cowardly journalists did not report Cuban atrocities for fear that the Spanish government would retaliate, hence the term "yellow journalism."

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Brands, American Stories 3e Test Bank e. Powerful Asian governments saw Cuba as the first step in a series of imperialist moves, so they sent journalists to the United States to spread rumors against intervention.

Answer: C Difficulty: 2 – Moderate Question ID: TB_21_39_War with Spain_Understand_LO 21.2 Topic: War with Spain Skill: Understand the Connections Objective: 21.2 What were the causes and results of the war with Spain?

40) The Spanish-American War in 1898 was partially caused by __________. a. a desire to annex Hawaii b. fear of Spanish invasion c. the sinking of the U.S.S. Constitution d. yellow journalism e. McKinley’s desire to demonstrate American supremacy to European powers Answer: D Difficulty: 2 – Moderate Question ID: TB_21_40_War with Spain_Understand_LO 21.2 Topic: War with Spain Skill: Understand the Connections Objective: 21.2 What were the causes and results of the war with Spain?

41) Why did President McKinley ask for a declaration of war against Spain? a. He was weak, indecisive, and forced into war. b. The conflicting national interests of Spain and the United States left few alternatives. c. He hoped that a war would bring him political power and imperial gains. d. Spain was unwilling to accede to any of the demands of the United States. e. The Cuban people appealed to him directly.

Answer: B Difficulty: 2 – Moderate Question ID: TB_21_41_War with Spain_Understand_LO 21.2 Topic: War with Spain Skill: Understand the Connections Objective: 21.2 What were the causes and results of the war with Spain?

42) In what way was the Spanish-American War fought by small-town America? a. Most of the volunteer soldiers were from small towns across the United States. b. There were so many volunteers that each unit of soldiers was like a small town in size and function. c. The Navy and Army found that men worked better if they knew someone in their unit, so they created a buddy system, pairing men from small towns. d. Soldiers were organized into National Guard units by town, so they preserved their relations from their towns. e. All of America was involved in the war effort, making uniforms, saving metal, conserving food; the war was won by people back home in small towns.

Answer: D 342 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_21_42_War with Spain_Understand_LO 21.2 Topic: War with Spain Skill: Understand the Connections Objective: 21.2 What were the causes and results of the war with Spain?

43) How was the Spanish-American War ironic for African Americans? a. Most of the people African American soldiers fought against in Cuba had the same African heritage. b. African Americans were not permitted to fight in the Cuban conflict but were allowed to fight in the Philippines. c. African Americans were not permitted to fight in Cuba and could only work as cooks, medics, and servants to white soldiers. d. The United States was fighting to give Cubans freedom, yet they were annexing Hawaii and the Philippines, essentially denying them freedom. e. The United States were fighting to give Cubans freedom, yet they denied freedom to African Americans.

Answer: E Difficulty: 2 – Moderate Question ID: TB_21_43_War with Spain_Understand_LO 21.2 Topic: War with Spain Skill: Understand the Connections Objective: 21.2 What were the causes and results of the war with Spain?

44) How are the conflicts in Cuba and the Philippines in the 1890s related? a. The United States intervened in both places to give colonists their freedom and to help them become immediate independent states. b. Both conflicts took place in the Pacific Ocean and allowed the winning countries (the United States and Great Britain, respectively) more influence in Asia. c. Both involved Spain, the United States, and a rebellious colonial population. d. Both were both fought to give the United States more influence in Latin America. e. The United States entered both conflicts to try to improve a weak economy.

Answer: C Difficulty: 2 – Moderate Question ID: TB_21_44_War with Spain_Understand_LO 21.2 Topic: War with Spain Skill: Understand the Connections Objective: 21.2 What were the causes and results of the war with Spain?

45) Arguments opposing annexation of the Philippines included that __________. a. the natives could not be Christianized b. colonization was anti-American c. the Filipinos wanted to become Spanish citizens d. the location was too far from the U.S. mainland to be protected e. the Philippines had nothing to offer as a trade partner Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_21_45_Acquisition of Empire_Understand_LO 21.3 Topic: Acquisition of Empire Skill: Understand the Connections Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

46) Why did American missionaries want to "Christianize" the Philippines? a. Many American missionaries may have felt that Roman Catholicism was not a legitimate form of Christianity or that it was not being properly practiced by Filipinos. b. Most Filipinos were not Christian, and American missionaries felt it was their obligation to convert them. c. Most Filipinos were Christian, but American missionaries wanted to annex the Philippines for money, so they told President McKinley otherwise. d. Although many missionaries had tried to "Christianize" the Filipinos, they resisted culturally and religiously. e. American missionaries knew that "Christianizing" the Filipinos would make it easier to govern and control them.

Answer: A Difficulty: 2 – Moderate Question ID: TB_21_46_Acquisition of Empire_Understand_LO 21.3 Topic: Acquisition of Empire Skill: Understand the Connections Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

47) How did the Boxer Rebellion affect U.S. policy in China? a. The United States realized that China would not cooperate with the Open Door policy and began to join the European nations in dividing up China. b. The United States affirmed the Open Door policy and declared China's independence from any foreign (European) rule. c. The United States saw that China was determined to keep out foreign influence, so it withdrew to the Philippines to avoid armed conflict. d. The United States realized that anti-imperialists back home wanted it to withdraw from China, so it negotiated secretly. e. The rebellion in Canada turned U.S. attention away from China and to the anti-imperialist demonstrations closer to home.

Answer: B Difficulty: 2 – Moderate Question ID: TB_21_47_Acquisition of Empire_Understand_LO 21.3 Topic: Acquisition of Empire Skill: Understand the Connections Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

48) Does U.S. foreign policy today more closely reflect the isolationist or the expansionist model? a. Because the United States no longer participates in armed conflicts in other countries, it reflects the isolationist model.

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Brands, American Stories 3e Test Bank b. It reflects the isolationist model because the United States only participates in the world economically, and not militarily or politically. c. Because the United States participates in affairs throughout the world for its own benefit, it reflects the expansionist model. d. Because the United States only participates in the other countries' struggles for freedom, and not for any U.S. gain, it reflects the expansionist model. e. It reflects the isolationist model because the United States tries to establish its influence only in the Americas.

Answer: C Difficulty: 2 – Moderate Question ID: TB_21_48_Introduction—Roosevelt and the Rough Riders_Analyze Topic: Introduction—Roosevelt and the Rough Riders Skill: Analyze It Objective: N/A 49) American foreign policy today most closely resembles the U.S. foreign policy of the 1890s toward __________. a. Venezuela: the United States nearly went to war with a European power over another country's border dispute b. the Philippines: the United States used military power to help a country gain independence and then helped establish its government c. Hawaii: the United States annexed and then made a state out of a valuable foreign land d. Cuba: the United States used military power and defeated an imperial enemy in a few weeks e. Alaska: the United States bought land from another country and made it a state Answer: B Difficulty: 2 – Moderate Question ID: TB_21_49_America Looks Outward_Analyze_LO 21.1 Topic: America Looks Outward Skill: Analyze It Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

50) What can be assumed about isolationists given the immense popularity of the Republican party in the early twentieth century? a. If pro-isolationist Republicans were the most popular party, then it can be assumed that expansionists were a minority. b. If anti-imperialist Republicans were the most popular party, then it can be assumed that proimperialists were a minority. c. The Republican party was pro-isolationist. d. If pro-expansionist Republicans were the most popular party, then it can be assumed that isolationists were a minority. e. The Republican party was anti-imperialist.

Answer: D Difficulty: 3 – Difficult Question ID: TB_21_50_America Looks Outward_Analyze_LO 21.1 Topic: America Looks Outward Skill: Analyze It Objective: 21.1 Why did Americans look outward in the last half of the nineteenth century?

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Brands, American Stories 3e Test Bank Essay Questions 51) How did the Spanish-American War turn into a war of imperial expansion?

Difficulty: 3 – Difficult Question ID: TB_21_51_War with Spain_Analyze_LO 21.2 Topic: War with Spain Skill: Analyze It Objective: 21.2 What were the causes and results of the war with Spain?

52) What factors encouraged some Americans to favor imperial expansion in the late nineteenth century?

How did these goals contradict the American tradition of isolationism?

Difficulty: 3 – Difficult Question ID: TB_21_52_Acquisition of Empire_Analyze_LO 21.3 Topic: Acquisition of Empire Skill: Analyze It Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

53) What were the main objections to keeping the Philippines after the Spanish-American War? Have any of the predictions of the treaty's opponents come true?

Difficulty: 3 – Difficult Question ID: TB_21_53_Acquisition of Empire_Analyze_LO 21.3 Topic: Acquisition of Empire Skill: Analyze It Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

54) What postwar events in the Philippines and China revealed to America the realities of imperialism?

Difficulty: 3 – Difficult Question ID: TB_21_54_Acquisition of Empire_Analyze_LO 21.3 Topic: Acquisition of Empire Skill: Analyze It Objective: 21.3 What were the various viewpoints about the acquisition of empire after the war with Spain?

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Brands, American Stories 3e Test Bank Chapter 22: The Progressive Era, 1895-1917 Multiple-Choice Questions 1) The focus of Lincoln Steffens's research and writing was __________. a. corruption in city government b. filth in meatpacking plants c. monopolies d. conservation e. unhealthy working conditions Answer: A Difficulty: 1 – Easy Question ID: TB_22_01_Introduction—Muckrakers Call for Reform_Remember Topic: Introduction—Muckrakers Call for Reform Skill: Remember the Facts Objective: N/A 2) Who wrote The Jungle? a. Booker T. Washington b. Upton Sinclair c. W. E. B. Du Bois d. Samuel Gompers e. John Dos Passos Answer: B Difficulty: 1 – Easy Question ID: TB_22_02_Introduction—Muckrakers Call for Reform_Remember Topic: Introduction—Muckrakers Call for Reform Skill: Remember the Facts Objective: N/A 3) A __________ set new standards for mass production in the early twentieth century. a. Colt .45 revolver b. McCormick reaper c. Ford Model T d. General Electric oscillating fan e. Philco radio Answer: C Difficulty: 1 – Easy Question ID: TB_22_03_The Changing Face of Industrialism_Remember_LO 22.1 Topic: The Changing Face of Industrialism Skill: Remember the Facts Objective: 22.1 How did industrialism change after 1900?

4) Henry Ford showed that enormous revenues could be derived from __________. a. cheap, low-quality goods b. an emphasis on craft methods of production c. low-volume, high-quality production 347 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. small unit profit on a large volume of sales e. high-priced, luxury goods Answer: D Difficulty: 2 – Moderate Question ID: TB_22_04_The Changing Face of Industrialism_Remember_LO 22.1 Topic: The Changing Face of Industrialism Skill: Remember the Facts Objective: 22.1 How did industrialism change after 1900?

5) Between 1898 and 1903, the American economy saw __________. a. an increase in the number of smaller businesses b. greater competition among all businesses c. a wave of mergers and consolidations d. the outlawing of trusts e. meager overall business growth Answer: C Difficulty: 2 – Moderate Question ID: TB_22_05_The Changing Face of Industrialism_Remember_LO 22.1 Topic: The Changing Face of Industrialism Skill: Remember the Facts Objective: 22.1 How did industrialism change after 1900?

6) Who was the leading financier in the United States in the early 1900s? a. Lincoln Steffens b. Upton Sinclair c. J. P. Morgan d. John Theodoric e. George Vanderbilt Answer: C Difficulty: 1 – Easy Question ID: TB_22_06_The Changing Face of Industrialism_Remember_LO 22.1 Topic: The Changing Face of Industrialism Skill: Remember the Facts Objective: 22.1 How did industrialism change after 1900?

7) What company founded the first industrial research laboratory in 1900? a. Du Pont b. General Electric c. Standard Oil d. Eastman Kodak e. Westinghouse Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_22_07_The Changing Face of Industrialism_Remember_LO 22.1 Topic: The Changing Face of Industrialism Skill: Remember the Facts Objective: 22.1 How did industrialism change after 1900?

8) In the new industrial system, workers __________. a. found a safer working environment b. took greater pride in their workmanship c. found many choices of jobs available d. noticed little change in their work environment e. frequently faced repetitive and boring work tasks Answer: E Difficulty: 2 – Moderate Question ID: TB_22_08_The Changing Face of Industrialism_Remember_LO 22.1 Topic: The Changing Face of Industrialism Skill: Remember the Facts Objective: 22.1 How did industrialism change after 1900?

9) The __________ forced state and national attention on working conditions in factories and stores. a. Homestead mining strike b. Farmington fire c. Ludlow disaster d. Triangle Shirtwaist fire e. Hormel stampede Answer: D Difficulty: 2 – Moderate Question ID: TB_22_09_The Changing Face of Industrialism_Remember_LO 22.1 Topic: The Changing Face of Industrialism Skill: Remember the Facts Objective: 22.1 How did industrialism change after 1900?

10) Between 1900 and 1920, women __________. a. increasingly found medical careers open to them b. increasingly found professional careers closed to them c. received considerable support in their quest for careers d. found opportunities for careers equal to those of men e. taught in colleges and universities in increasing numbers Answer: B Difficulty: 2 – Moderate Question ID: TB_22_10_Society's Masses_Remember_LO 22.2 Topic: Society's Masses Skill: Remember the Facts Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

11) At the beginning of the twentieth century, many African Americans __________. a. found their situation improved substantially 349 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. received equal opportunities for quality education c. worked in the South under conditions of peonage d. had little reason to protest e. often banded together to start businesses Answer: C Difficulty: 2 – Moderate Question ID: TB_22_11_Society's Masses_Remember_LO 22.2 Topic: Society's Masses Skill: Remember the Facts Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

12) What was the main focus of the Niagara Movement? a. conservation of natural resources b. African American rights c. the achievement of lower tariffs d. Mexican American civil rights e. women's rights Answer: B Difficulty: 1 – Easy Question ID: TB_22_12_Society's Masses_Remember_LO 22.2 Topic: Society's Masses Skill: Remember the Facts Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

13) Which organization led the fight for equal rights and education for blacks? a. WCTCU b. SNCC c. Wobblies d. ACTUP e. NAACP Answer: E Difficulty: 1 – Easy Question ID: TB_22_13_Society's Masses_Remember_LO 22.2 Topic: Society's Masses Skill: Remember the Facts Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

14) As a "bird of passage", an immigrant __________. a. stayed in the United States b. quickly became an American citizen c. quickly moved west to farm d. was detained, or "caged," indefinitely e. did not stay permanently in the United States Answer: E

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_22_14_Society's Masses_Remember_LO 22.2 Topic: Society's Masses Skill: Remember the Facts Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

15) In the first decades of the twentieth century, Mexican immigration to the United States __________. a. increased dramatically b. occurred at a steady rate c. had little impact on the United States d. was banned by the U.S. government e. rarely occurred Answer: A Difficulty: 2 – Moderate Question ID: TB_22_15_Society's Masses_Remember_LO 22.2 Topic: Society's Masses Skill: Remember the Facts Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

16) Which of the following was true of immigrants to the United States in the early 1900s? a. They were generally received with open arms. b. They were easily assimilated into American society. c. They encountered considerable hostility from American nativists. d. They faced few problems adapting to their new environment. e. They prospered financially and socially.

Answer: C Difficulty: 1 – Easy Question ID: TB_22_16_Society's Masses_Remember_LO 22.2 Topic: Society's Masses Skill: Remember the Facts Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

17) In the first decade of the twentieth century, the American Federation of Labor __________. a. became increasingly radical b. remained devoted to the interests of skilled craftsmen c. included more and more unskilled workers d. lost its place as the largest American union e. aligned itself with management of America's largest corporations Answer: B Difficulty: 2 – Moderate Question ID: TB_22_17_Conflict in the Workplace_Remember_LO 22.3 Topic: Conflict in the Workplace Skill: Remember the Facts Objective: 22.3 Why were there so many strikes in this period?

18) The Industrial Workers of the World __________. a. was the most radical American labor union 351 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. sought to parallel the American Federation of Labor c. had little impact on immigrant workers d. was readily accepted by the American business establishment e. greatly restricted its membership Answer: A Difficulty: 2 – Moderate Question ID: TB_22_18_Conflict in the Workplace_Remember_LO 22.3 Topic: Conflict in the Workplace Skill: Remember the Facts Objective: 22.3 Why were there so many strikes in this period?

19) What did business leaders who were concerned about labor unrest do? a. placed armed guards in the factories b. encouraged union activism c. turned to applied psychology for answers d. felt they could do little to solve the problem e. adopted a policy of limited force and coercion Answer: C Difficulty: 2 – Moderate Question ID: TB_22_19_Conflict in the Workplace_Remember_LO 22.3 Topic: Conflict in the Workplace Skill: Remember the Facts Objective: 22.3 Why were there so many strikes in this period?

20) In terms of worker relations, Henry Ford __________. a. was generally behind the times b. showed little concern for his workers c. used trickery and brute force to achieve his aims d. developed a poor image that limited his choice of workers e. tried many innovations Answer: E Difficulty: 2 – Moderate Question ID: TB_22_20_Conflict in the Workplace_Remember_LO 22.3 Topic: Conflict in the Workplace Skill: Remember the Facts Objective: 22.3 Why were there so many strikes in this period?

21) By 1920, __________. a. the quality of life had improved for many Americans b. the number of available jobs had decreased c. the quality of life had improved only for the upper class d. few Americans received the benefits of the new industrial technology e. most aspects of life had remained unchanged for a couple of generations Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_22_21_A New Urban Culture_Remember_LO 22.4 Topic: A New Urban Culture Skill: Remember the Facts Objective: 22.4 What happened to art and culture in these years so filled with change?

22) The violence of which sport led to the establishment of the National Collegiate Athletic Association (NCAA)? a. hockey b. football c. lacrosse d. basketball e. baseball Answer: B Difficulty: 1 – Easy Question ID: TB_22_22_A New Urban Culture_Remember_LO 22.4 Topic: A New Urban Culture Skill: Remember the Facts Objective: 22.4 What happened to art and culture in these years so filled with change?

23) What popular form of entertainment drew from the immigrant experience? a. the band concert b. ragtime c. vaudeville d. jazz e. the minstrel show Answer: C Difficulty: 2 – Moderate Question ID: TB_22_23_A New Urban Culture_Remember_LO 22.4 Topic: A New Urban Culture Skill: Remember the Facts Objective: 22.4 What happened to art and culture in these years so filled with change?

24) Popular music in the Progressive Era __________. a. was strongly influenced by the African American experience b. experienced little change c. became more classical in its orientation d. originated in the northern urban environment e. traced its roots to western Europe Answer: A Difficulty: 2 – Moderate Question ID: TB_22_24_A New Urban Culture_Remember_LO 22.4 Topic: A New Urban Culture Skill: Remember the Facts Objective: 22.4 What happened to art and culture in these years so filled with change?

25) The Ashcan school of artists __________.

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Brands, American Stories 3e Test Bank a. turned against realistic portrayals of life b. shared the reformers' feel for the environment c. were abstract artists d. were influenced by European artists e. believed that "less is more" Answer: B Difficulty: 2 – Moderate Question ID: TB_22_25_A New Urban Culture_Remember_LO 22.4 Topic: A New Urban Culture Skill: Remember the Facts Objective: 22.4 What happened to art and culture in these years so filled with change?

26) What factors contributed to magazine popularity and success in the early 1900s? a. appealing pictures, fiction, low costs, and revealing journalism b. labor union support, sensationalism, and new poetry c. wealthy oligarchy support, new artwork in color, and international focus d. use of cutting-edge words like "new" and "mass" and yellow journalism e. improvements in railroads and roads and the institution of a national postal system Answer: A Difficulty: 2 – Moderate Question ID: TB_22_26_Introduction—Muckrakers Call for Reform_Understand Topic: Introduction—Muckrakers Call for Reform Skill: Understand the Connections Objective: N/A 27) Why did Teddy Roosevelt call some journalists during the early twentieth century "muckrakers"? a. The journalists exposed corruption and questionable practices of public figures and corporations. b. The journalists were focusing on gossip and rumors about leading citizens and entertainers. c. The journalists were promoting economic changes in favor of farmers. d. The journalists used yellow journalism practices. e. The journalists reported on questionable practices in sports.

Answer: A Difficulty: 2 – Moderate Question ID: TB_22_27_The Changing Face of Industrialism_Understand_LO 22.1 Topic: The Changing Face of Industrialism Skill: Understand the Connections Objective: 22.1 How did industrialism change after 1900?

28) Henry Ford is often described as the inventor of the assembly line. In what way is this an inaccurate description? a. The assembly line was invented and used in the mill clothing industry of the early nineteenth century. b. Ford did not invent the assembly line; he improved the meatpacking industry's use of it. c. Because human workers were part of each aspect of the production of a car, it was not really an assembly line. d. Because machines were part of each aspect of the production of a car, it was not really an assembly line.

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Brands, American Stories 3e Test Bank e. Although Ford increased automation of production, the assembly line was not really invented until after his death.

Answer: B Difficulty: 2 – Moderate Question ID: TB_22_28_The Changing Face of Industrialism_Understand_LO 22.1 Topic: The Changing Face of Industrialism Skill: Understand the Connections Objective: 22.1 How did industrialism change after 1900?

29) How did Henry Ford “democratize” the automobile? a. Ford sold fewer cars at higher prices so he could pay workers a fair wage. b. During the first year, Model T’s were available in several colors to appeal to more consumers. c. Cars were built over several weeks to ensure quality construction. d. Ford lowered the price of the automobile so that a larger number of people could afford to purchase one. e. By the early 1920s, Ford had set up an automobile factory in every state.

Answer: D Difficulty: 2 – Moderate Question ID: TB_22_29_The Changing Face of Industrialism_Understand_LO 22.1 Topic: The Changing Face of Industrialism Skill: Understand the Connections Objective: 22.1 How did industrialism change after 1900?

30) What is the difference between a monopoly and an oligopoly? a. An oligopoly is one firm controlling all of the market of a product, whereas a monopoly is several firms controlling much of the market of a product. b. A monopoly is one firm producing many different products and controlling much of the business market, whereas an oligopoly is one firm producing one product and controlling most of the business market. c. A monopoly is one firm controlling all of the market of a product, whereas an oligopoly is several firms controlling much of the market of a product. d. An oligopoly is one firm producing many different products and controlling much of the business market, whereas a monopoly is one firm producing one product and controlling most of the business market. e. A monopoly is when one business controls at least 50 percent of an industry, whereas an oligopoly is when several businesses control at least 50 percent.

Answer: C Difficulty: 2 – Moderate Question ID: TB_22_30_The Changing Face of Industrialism_Understand_LO 22.1 Topic: The Changing Face of Industrialism Skill: Understand the Connections Objective: 22.1 How did industrialism change after 1900?

31) How did new methods of production affect workers in the first years of the twentieth century? a. They were large-scale and mechanized, which made workers almost part of the machinery, endangered, and bored. b. They relied heavily on keeping workers satisfied, which led to safety, wage, and workweek reforms.

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Brands, American Stories 3e Test Bank c. They depended on the workers' willingness to work, which led to incentives, benefits, and human resource departments. d. They depended almost totally on automation, eliminating low-skilled jobs and creating high unemployment in this sector. e. They emphasized a unique product that would be better than the one before, increasing pressure on workers and materialism in consumers.

Answer: A Difficulty: 2 – Moderate Question ID: TB_22_31_The Changing Face of Industrialism_Understand_LO 22.1 Topic: The Changing Face of Industrialism Skill: Understand the Connections Objective: 22.1 How did industrialism change after 1900?

32) What was the focus in Frederick W. Taylor's management methods? a. keeping the employee happy and improving working conditions, wages, and hours b. creating a comfortable working environment, which would make workers' satisfaction, loyalty, and production increase c. trusting the employee's willingness to work and giving workers the power to influence production positively d. enforcement of work standards and cooperation to make processes more efficient e. allowing the worker to develop the best solutions to problems, giving workers power that even the unions did not provide Answer: D Difficulty: 2 – Moderate Question ID: TB_22_32_The Changing Face of Industrialism_Understand_LO 22.1 Topic: The Changing Face of Industrialism Skill: Understand the Connections Objective: 22.1 How did industrialism change after 1900?

33) How did the masses of unskilled workers affect the Progressive movement? a. They joined together by the millions in unions and established a Progressive agenda that they realized through collective bargaining. b. They successfully lobbied local, state, and even federal governments to pass laws protecting their rights. c. By sheer number, the masses influenced industry and society through their struggles to find work and to survive urban poverty. d. Most of them worked hard during the day at their jobs and took classes at night so they could progress to skilled labor or even to professional status. e. Most of the masses believed in the American dream, if not for themselves, then for their children, and they worked for Progressive financial stability.

Answer: C Difficulty: 2 – Moderate Question ID: TB_22_33_Society's Masses_Understand_LO 22.2 Topic: Society's Masses Skill: Understand the Connections Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

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Brands, American Stories 3e Test Bank 34) Why did people flee farms in the early 1900s? a. Pests destroyed most crops across the South, and farmers fled debt. b. People were attracted to the more modern, cosmopolitan life of the city and suburbs. c. Drought destroyed most crops across the Midwest, and farmers fled debt. d. Whites came to associate farming with Mexicans and African Americans. e. New technology made tenant farming unnecessary and obsolete.

Answer: B Difficulty: 2 – Moderate Question ID: TB_22_34_Society's Masses_Understand_LO 22.2 Topic: Society's Masses Skill: Understand the Connections Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

35) How did irrigation affect the class system in the West? a. Native Americans owned water rights, so they became a wealthy, powerful class over white farmers. b. Companies that diverted water to the arid West grew wealthy, while landowners and farmers became poor, second-class citizens. c. Irrigation created fertile land, drawing migrant workers, who became second-class citizens, generally from southern and eastern Europe. d. Irrigation made once undesirable Indian reservations desirable, so Native Americans were displaced and made to live as a class of nomads without land. e. Because land was suddenly productive, landowners became wealthy, whereas non-landowners became workers.

Answer: E Difficulty: 2 – Moderate Question ID: TB_22_35_Society's Masses_Understand_LO 22.2 Topic: Society's Masses Skill: Understand the Connections Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

36) Why was it mostly women who advocated for child laborers in the early 1900s? a. Women are naturally more caring and attentive to children than men. b. Men made more money than women, so they did not have to worry about working conditions for themselves or others. c. Many women suffered the same hardships as child workers, so they empathized and wanted to change conditions for all workers. d. All of the women advocates were mothers and laborers themselves, so they stood to gain from reforms for themselves and their families. e. Most women stayed at home, so they had time to advocate for the needs of others; whereas men were busy working and could not focus on others.

Answer: C Difficulty: 2 – Moderate Question ID: TB_22_36_Society's Masses_Understand_LO 22.2 Topic: Society's Masses Skill: Understand the Connections Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

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Brands, American Stories 3e Test Bank 37) How did the ideas promoted by Booker T. Washington and W. E. B. Du Bois contradict each other? a. Washington believed in the good of an industrial society, whereas Du Bois saw the dehumanizing nature of industrialism. b. Washington believed in African Americans gradually gaining rights, whereas Du Bois believed in all rights being demanded by all people immediately. c. Washington believed that unions decreased the efficiency of production, whereas Du Bois believed in the power of unions to support workers. d. Washington believed the woman's place was in the home, whereas Du Bois believed in women's rights to vote, work, and contraception. e. Washington believed in an expansion of U.S. influence in the world, whereas Du Bois believed in the country isolating itself from everyone.

Answer: B Difficulty: 2 – Moderate Question ID: TB_22_37_Society's Masses_Understand_LO 22.2 Topic: Society's Masses Skill: Understand the Connections Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

38) What was true about the founding and leadership of the NAACP? a. The group grew out of the Niagara Movement, but was inspired by other contemporary reform movements. b. The men on the board were avid football fans, so they did not make disinterested decisions with regard to collegiate football. c. The men on the board could not work together, as they often supported different college football teams; their loyalties created impasses on issues. d. Although the NAACP was founded to promote the advancement of colored people, the leadership mainly promoted themselves to become powerful politicians. e. Although the organization was called a "National Association," it was a northern organization because racist politicians banned it in the South.

Answer: A Difficulty: 2 – Moderate Question ID: TB_22_38_Society's Masses_Understand_LO 22.2 Topic: Society's Masses Skill: Understand the Connections Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

39) Why did labor productivity drop between 1915 and 1918 in the United States? a. The United States was involved in WWI and was not focused on industrial production. b. The main markets were in Europe, which was embroiled in war and not buying products in significant amounts. c. The male labor force were all fighting in WWI, so production virtually ceased in most industries. d. Race riots were so violent that they affected and, in some cities, halted factory production. e. Laborers were so unhappy with working conditions, wages, and hours that they could not be as productive as they were in the past.

Answer: E

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_22_39_Conflict in the Workplace_Understand_LO 22.3 Topic: Conflict in the Workplace Skill: Understand the Connections Objective: 22.3 Why were there so many strikes in this period?

40) How did the goals of Samuel Gompers and "Big Bill" Heywood differ? a. Gompers believed in socialist reforms, whereas Heywood believed in capitalist Darwinism. b. Heywood believed in socialist reforms, whereas Gompers believed in capitalist Darwinism. c. Gompers believed in communism, whereas Heywood believed in a free market society. d. Gompers represented craftsmen and tried to work with business owners, whereas Heywood represented unskilled workers and opposed owners. e. Heywood represented craftsmen and tried to work with business owners, whereas Gompers represented unskilled workers and opposed owners.

Answer: D Difficulty: 2 – Moderate Question ID: TB_22_40_Conflict in the Workplace_Understand_LO 22.3 Topic: Conflict in the Workplace Skill: Understand the Connections Objective: 22.3 Why were there so many strikes in this period?

41) How were the goals of Samuel Gompers and "Big Bill" Heywood similar? a. Both men believed in opposing business owners to gain workers' rights. b. Both men believed in limiting entry into skilled crafts fields, so as to increase competition and quality. c. Both men believed in the workers' rights to better wages and safer working conditions. d. Both men believed in socialist reforms that would give the laborers full ownership of the means of production. e. Both men believed in immigrant and unskilled workers' rights to join unions and advocate for equal wages, hours, and housing.

Answer: C Difficulty: 2 – Moderate Question ID: TB_22_41_Conflict in the Workplace_Understand_LO 22.3 Topic: Conflict in the Workplace Skill: Understand the Connections Objective: 22.3 Why were there so many strikes in this period?

42) Why did the middle class have the strongest effect on production in the early 1900s? a. In general, laborers responsible for production came from the middle class. b. As the middle class grew in size and prosperity, it demanded more products, increasing production. c. As the working class grew in size, it decreased in prosperity, making the middle class the most powerful group in society. d. In the early 1900s, the lower and upper classes virtually disappeared; only a consuming middle class remained, increasing demand for production. e. As the middle class grew, its need for jobs also grew, so production had to increase to stave off unemployment.

Answer: B 359 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_22_42_Conflict in the Workplace_Understand_LO 22.3 Topic: Conflict in the Workplace Skill: Understand the Connections Objective: 22.3 Why were there so many strikes in this period?

43) What kind of clothing did "off-the-rack" clothes replace? a. homemade clothes b. imports from Europe c. WWI uniforms d. "ready-to-wear" clothes e. mail-order catalog clothes Answer: A Difficulty: 2 – Moderate Question ID: TB_22_43_A New Urban Culture_Understand_LO 22.4 Topic: A New Urban Culture Skill: Understand the Connections Objective: 22.4 What happened to art and culture in these years so filled with change?

44) Why was life expectancy lower for blacks and other racial minorities in the early 1900s? a. Race riots targeted blacks and other racial minorities, violently affecting their life expectancy. b. They made up the bulk of factory laborers whose jobs were dangerous and therefore life-threatening. c. They suffered more the dehumanizing effects of assembly-line production. d. They were excluded from the census, so the statistics are inaccurate. e. In general, they were poorer, endured worse living conditions, and had less access to health care.

Answer: E Difficulty: 2 – Moderate Question ID: TB_22_44_A New Urban Culture_Understand_LO 22.4 Topic: A New Urban Culture Skill: Understand the Connections Objective: 22.4 What happened to art and culture in these years so filled with change?

45) What is significant about D. W. Griffith's beliefs about race and his legacy as a filmmaker? a. He believed in racial equality, so as America's first real filmmaker, his legacy is one of racial equality. b. In the technology race, Griffith's legacy is as America's (and therefore the world's) first significant filmmaker. c. Griffith believed that life was a technological race, and he used technology to become America's first real filmmaker. d. He was racist, so as America's first real filmmaker, his legacy is one of racially biased films. e. Griffith's legacy is one of innovation; film students still study his films for their innovations in closeups, fade-outs, and artistic camera angles.

Answer: D Difficulty: 2 – Moderate Question ID: TB_22_45_A New Urban Culture_Understand_LO 22.4 Topic: A New Urban Culture Skill: Understand the Connections Objective: 22.4 What happened to art and culture in these years so filled with change?

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Brands, American Stories 3e Test Bank 46) In the early 1900s, dance, music, art, and poetry were related because many dancers, artists, musicians, and poets were __________. a. experimenting with forms of realism b. experimenting with unconventional new art forms c. returning to classic forms from ancient Greece and Rome d. returning to the instruments and methods of the Renaissance era e. experimenting with technology to influence their art form Answer: B Difficulty: 2 – Moderate Question ID: TB_22_46_A New Urban Culture_Understand_LO 22.4 Topic: A New Urban Culture Skill: Understand the Connections Objective: 22.4 What happened to art and culture in these years so filled with change?

47) How were art and labor movements related in the early 1900s? a. Both were influenced by the dehumanizing effects of industrialization. b. Authorities such as government and big business abolished both. c. Both were progressive and eager to represent the spirit of the masses. d. Both promoted socialist revolt; the labor movements led the artists. e. The labor movements used modern artists' work to further their causes.

Answer: C Difficulty: 2 – Moderate Question ID: TB_22_47_A New Urban Culture_Understand_LO 22.4 Topic: A New Urban Culture Skill: Understand the Connections Objective: 22.4 What happened to art and culture in these years so filled with change?

48) How did industrialism change from the nineteenth to the twentieth century? a. Technology replaced workers, making skilled craftsmanship and unskilled laborers at once obsolete. b. Mass production meant mass wealth and prosperity for most Americans, affecting the global economy. c. Factories became cleaner, safer, and more effective, improving and increasing production. d. The invention of plastic revolutionized the production industry, making household and industrial products affordable. e. Businesses grew even larger and more automated, affecting production, workers, owners, and society as a whole.

Answer: E Difficulty: 2 – Moderate Question ID: TB_22_48_Introduction—Muckrakers Call for Reform_Understand Topic: Introduction—Muckrakers Call for Reform Skill: Understand the Connections Objective: N/A 49) In 1904, a Boston newspaper stated, "In the United States of today, everyone is middle class. The resort to force, the wild talk of the nineties are over. Everyone is busily, happily getting ahead." What was the focus of the "wild talk of the nineties”? a. futuristic technological advances 361 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. advances in industrialization c. war and conquest d. morality and religion e. social, economic, and racial reforms Answer: E Difficulty: 2 – Moderate Question ID: TB_22_49_The Changing Face of Industrialism_Analyze_LO 22.1 Topic: The Changing Face of Industrialism Skill: Analyze It Objective: 22.1 How did industrialism change after 1900?

50) Given the history of U.S. Southwest, what is significant about Mexican immigration to that area in the early 1900s? a. Historically the Southwest had been intolerant of Mexican influence, so the new wave of immigration was a sign that times were changing. b. The Southwest was originally a part of Mexico, so when 10 percent of the Mexican population immigrated there in the 1900s, their influence on the region was significant. c. Historically the Southwest had belonged to Native Americans, so the new wave of Mexican immigrants displaced Native Americans from their ancestral lands. d. The Southwest was originally a part of Mexico, so when 10 percent of the Mexican population immigrated there in the 1900s, their presence was not welcomed by Americans. e. Historically the Southwest had been an economically depressed part of the U.S., so when poor Mexicans immigrated there in large numbers, they depressed the region even further.

Answer: B Difficulty: 2 – Moderate Question ID: TB_22_50_Society's Masses_Analyze_LO 22.2 Topic: Society's Masses Skill: Analyze It Objective: 22.2 How did mass production affect women, children, immigrants, and African Americans?

Essay Questions 51) How did industrialization change after 1900? How did this change affect consumers? How did it affect industrial laborers?

Difficulty: 3 – Difficult Question ID: TB_22_51_The Changing Face of Industrialism_Analyze_LO 22.1 Topic: The Changing Face of Industrialism Skill: Analyze It Objective: 22.1 How did industrialism change after 1900?

52) Analyze the rise of labor radicalism. Why did labor radicalism fail?

Difficulty: 3 – Difficult Question ID: TB_22_52_Conflict in the Workplace_Analyze_LO 22.3 Topic: Conflict in the Workplace Skill: Analyze It Objective: 22.3 Why were there so many strikes in this period?

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Brands, American Stories 3e Test Bank 53) Describe the new urban culture that emerged after 1900. What does its existence tell us about how the lives of urban Americans were changing?

Difficulty: 3 – Difficult Question ID: TB_22_53_A New Urban Culture_Analyze_LO 22.4 Topic: A New Urban Culture Skill: Analyze It Objective: 22.4 What happened to art and culture in these years so filled with change?

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Brands, American Stories 3e Test Bank Chapter 23: From Roosevelt to Wilson in the Age of Progressivism, 1900-1920 Multiple-Choice Questions 1) The characteristics of progressivism included __________. a. seeking radical changes in American life b. applying the principle of laissez-faire to big business c. being fundamentally pessimistic about human nature d. being unwilling to directly intervene in other people's lives e. emphasizing the role of the environment in human development Answer: E Difficulty: 2 – Moderate Question ID: TB_23_01_The Spirit of Progressivism_Remember_LO 23.1 Topic: The Spirit of Progressivism Skill: Remember the Facts Objective: 23.1 What were the six major characteristics of progressivism?

2) Many of the leaders of the progressive movement __________. a. opposed professional work and workers b. were rather well educated c. tended toward radical views of reform d. opposed the expansion of women's rights e. were determined to have a negative effect on big business Answer: B Difficulty: 2 – Moderate Question ID: TB_23_02_The Spirit of Progressivism_Remember_LO 23.1 Topic: The Spirit of Progressivism Skill: Remember the Facts Objective: 23.1 What were the six major characteristics of progressivism?

3) The Eighteenth Amendment to the Constitution provided for __________. a. women's suffrage b. prohibition c. a federal income tax d. direct election of senators e. extending the franchise to 18-year-olds Answer: B Difficulty: 1 – Easy Question ID: TB_23_03_The Spirit of Progressivism_Remember_LO 23.1 Topic: The Spirit of Progressivism Skill: Remember the Facts Objective: 23.1 What were the six major characteristics of progressivism?

4) Two major suffrage organizations merged in 1890 to form the National American Woman Suffrage Association under which person? a. Alice Paul b. Anna Howard Shaw 364 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank c. Carrie Chapman Catt d. Lucy Burns e. Susan B. Anthony Answer: E Difficulty: 1 – Easy Question ID: TB_23_04_The Spirit of Progressivism_Remember_LO 23.1 Topic: The Spirit of Progressivism Skill: Remember the Facts Objective: 23.1 What were the six major characteristics of progressivism?

5) The Nineteenth Amendment to the Constitution provided for __________. a. women's suffrage b. prohibition c. a federal income tax d. direct election of senators e. extending the franchise to 18-year-olds Answer: A Difficulty: 1 – Easy Question ID: TB_23_05_The Spirit of Progressivism_Remember_LO 23.1 Topic: The Spirit of Progressivism Skill: Remember the Facts Objective: 23.1 What were the six major characteristics of progressivism?

6) Who was the most influential educator of the Progressive Era? a. Thomas Johnson b. Eugene V. Debs c. Robert M. La Follette d. John Dewey e. William James Answer: D Difficulty: 1 – Easy Question ID: TB_23_06_The Spirit of Progressivism_Remember_LO 23.1 Topic: The Spirit of Progressivism Skill: Remember the Facts Objective: 23.1 What were the six major characteristics of progressivism?

7) The most prominent American socialist during the Progressive Era was __________. a. "Big Bill" Haywood b. Gifford Pinchot c. Eugene V. Debs d. Upton Sinclair e. Daniel DeLeon Answer: C

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_23_07_The Spirit of Progressivism_Remember_LO 23.1 Topic: The Spirit of Progressivism Skill: Remember the Facts Objective: 23.1 What were the six major characteristics of progressivism?

8) What did progressive reformers of the cities believe were especially crucial to the success of their causes? a. trained experts b. bankers c. politicians d. basic scientists e. mayors Answer: A Difficulty: 2 – Moderate Question ID: TB_23_08_Reform in the Cities and States_Remember_LO 23.2 Topic: Reform in the Cities and States Skill: Remember the Facts Objective: 23.2 What methods did progressive reformers use to attack problems in the cities and states?

9) To progressives, the commissions they championed offered a way to __________. a. increase their political power b. reduce the power of reformers c. end the corrupt alliance between business and politics d. provide employment for their supporters e. get regular citizens into political offices Answer: C Difficulty: 2 – Moderate Question ID: TB_23_09_Reform in the Cities and States_Remember_LO 23.2 Topic: Reform in the Cities and States Skill: Remember the Facts Objective: 23.2 What methods did progressive reformers use to attack problems in the cities and states?

10) Who was the most famous reform governor of the Progressive Era? a. Robert M. La Follette b. "Golden Rule" Jones c. Hiram Johnson d. Lincoln Steffens e. Richard Ely Answer: A Difficulty: 2 – Moderate Question ID: TB_23_10_Reform in the Cities and States_Remember_LO 23.2 Topic: Reform in the Cities and States Skill: Remember the Facts Objective: 23.2 What methods did progressive reformers use to attack problems in the cities and states?

11) Theodore Roosevelt angered southerners by __________.

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Brands, American Stories 3e Test Bank a. dining with Booker T. Washington at the White House b. stationing federal troops in southern states to supervise elections c. threatening to ban college football unless it were made less dangerous d. ordering the federal bureaucracy to be fully integrated e. making sure that black athletes were included in the 1908 U.S. Olympic team Answer: A Difficulty: 2 – Moderate Question ID: TB_23_11_The Republican Roosevelt_Remember_LO 23.3 Topic: The Republican Roosevelt Skill: Remember the Facts Objective: 23.3 How would you describe the personality and programs of Theodore Roosevelt?

12) The Supreme Court's decision in the Northern Securities case __________. a. paved the way for several other antitrust actions b. had little effect on the problem of trusts overall c. was opposed by Roosevelt himself d. affected only the smaller American trusts e. was a unanimous decision Answer: A Difficulty: 2 – Moderate Question ID: TB_23_12_The Republican Roosevelt_Remember_LO 23.3 Topic: The Republican Roosevelt Skill: Remember the Facts Objective: 23.3 How would you describe the personality and programs of Theodore Roosevelt?

13) What role did President Theodore Roosevelt play in the great coal strike of 1902? a. He played no role at all in settling the dispute. b. He sympathized completely with the company owners. c. He decided to support the Pure Food and Drug Act. d. He essentially decided to support the coal miners. e. He shut down the mines for two months.

Answer: D Difficulty: 2 – Moderate Question ID: TB_23_13_The Republican Roosevelt_Remember_LO 23.3 Topic: The Republican Roosevelt Skill: Remember the Facts Objective: 23.3 How would you describe the personality and programs of Theodore Roosevelt?

14) Upton Sinclair's novel The Jungle led to passage of the __________. a. Hepburn Act b. Mann-Elkins Act c. Meat Inspection Act d. Elkins Act e. Clayton Antitrust Act Answer: C 367 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_23_14_Roosevelt Progressivism at Its Height_Remember_LO 23.4 Topic: Roosevelt Progressivism at Its Height Skill: Remember the Facts Objective: 23.4 What were the major measures of Theodore Roosevelt’s term from 1905 to 1909?

15) Before becoming president, in what role did William Howard Taft display the greatest strength? a. administrator b. politician c. economic strategist d. political organizer e. orator Answer: A Difficulty: 1 – Easy Question ID: TB_23_15_The Ordeal of William Howard Taft_Remember_LO 23.5 Topic: The Ordeal of William Howard Taft Skill: Remember the Facts Objective: 23.5 Why was the presidency of William Howard Taft so difficult for him?

16) Compared to Roosevelt, William Howard Taft __________. a. was an activist b. had less faith in the government's ability to impose reform c. did not act as aggressively against the trusts d. had fewer real problems to confront e. was a more dynamic politician Answer: B Difficulty: 2 – Moderate Question ID: TB_23_16_The Ordeal of William Howard Taft_Remember_LO 23.5 Topic: The Ordeal of William Howard Taft Skill: Remember the Facts Objective: 23.5 Why was the presidency of William Howard Taft so difficult for him?

17) Dividing the Republican party early in Taft's administration was __________. a. the issue of foreign policy and government b. the problem of banking regulation c. a decision concerning the need to lower tariffs d. the question of campaign strategy e. split loyalty between Taft and Roosevelt Answer: C Difficulty: 2 – Moderate Question ID: TB_23_17_The Ordeal of William Howard Taft_Remember_LO 23.5 Topic: The Ordeal of William Howard Taft Skill: Remember the Facts Objective: 23.5 Why was the presidency of William Howard Taft so difficult for him?

18) What did William Howard Taft do that alienated progressive Republicans? a. curbed the power of Speaker of the House Joseph Cannon 368 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. vetoed a tariff increase c. dismissed Richard Ballinger d. campaigned against progressives in the 1910 congressional elections e. generally became a tool of the conservative Republicans Answer: E Difficulty: 2 – Moderate Question ID: TB_23_18_The Ordeal of William Howard Taft_Remember_LO 23.5 Topic: The Ordeal of William Howard Taft Skill: Remember the Facts Objective: 23.5 Why was the presidency of William Howard Taft so difficult for him?

19) The Sixteenth Amendment __________. a. established civil rights guidelines b. authorized the direct election of senators c. gave women the vote d. authorized an income tax e. extended the franchise to 18-year-olds Answer: D Difficulty: 1 – Easy Question ID: TB_23_19_The Ordeal of William Howard Taft_Remember_LO 23.5 Topic: The Ordeal of William Howard Taft Skill: Remember the Facts Objective: 23.5 Why was the presidency of William Howard Taft so difficult for him?

20) In 1912, Roosevelt's New Nationalism __________. a. demanded a stronger role for the president and government b. called for tighter immigration laws c. represented a repudiation of progressivism d. was readily accepted by all progressives e. was resolutely antitrust Answer: A Difficulty: 2 – Moderate Question ID: TB_23_20_The Ordeal of William Howard Taft_Remember_LO 23.5 Topic: The Ordeal of William Howard Taft Skill: Remember the Facts Objective: 23.5 Why was the presidency of William Howard Taft so difficult for him?

21) Why did Woodrow Wilson win the election of 1912? a. He was more popular than Roosevelt. b. There was a split in the Republican party. c. He won the support of William Howard Taft. d. He won the support of the Socialists. e. He won the support of progressives.

Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_23_21_The Ordeal of William Howard Taft_Remember_LO 23.5 Topic: The Ordeal of William Howard Taft Skill: Remember the Facts Objective: 23.5 Why was the presidency of William Howard Taft so difficult for him?

22) Woodrow Wilson's New Freedom called for __________. a. the expansion of government b. less government regulation c. business competition and small government d. government restraint of competition e. civil rights for African Americans Answer: C Difficulty: 2 – Moderate Question ID: TB_23_22_Woodrow Wilson's New Freedom_Remember_LO 23.6 Topic: Woodrow Wilson's New Freedom Skill: Remember the Facts Objective: 23.6 What were the central principles of Woodrow Wilson’s New Freedom?

23) What was the most important domestic law of Wilson's administration? a. Underwood Tariff b. Dingley Tariff c. Federal Reserve Act d. Pure Food and Drug Act e. Clayton Antitrust Act Answer: C Difficulty: 2 – Moderate Question ID: TB_23_23_Woodrow Wilson's New Freedom_Remember_LO 23.6 Topic: Woodrow Wilson's New Freedom Skill: Remember the Facts Objective: 23.6 What were the central principles of Woodrow Wilson’s New Freedom?

24) In the final analysis, Wilson's domestic programs indicated __________. a. his exclusive belief in New Freedom ideas b. his outright opposition to Roosevelt's New Nationalism c. a blending of the two competing doctrines of progressivism d. his failure as a reformer e. his determination to win reelection by pleasing as many voters as possible Answer: C Difficulty: 2 – Moderate Question ID: TB_23_24_Woodrow Wilson's New Freedom_Remember_LO 23.6 Topic: Woodrow Wilson's New Freedom Skill: Remember the Facts Objective: 23.6 What were the central principles of Woodrow Wilson’s New Freedom?

25) Woodrow Wilson's record on race relations __________. a. elicited the support of African Americans 370 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. disappointed African Americans and many progressives c. won him support in the North d. showed his consistent opposition to racial discrimination e. was incredibly liberal Answer: B Difficulty: 2 – Moderate Question ID: TB_23_25_Woodrow Wilson's New Freedom_Remember_LO 23.6 Topic: Woodrow Wilson's New Freedom Skill: Remember the Facts Objective: 23.6 What were the central principles of Woodrow Wilson’s New Freedom?

26) Why were businessmen, such as J. P. Morgan, glad to see Roosevelt leave the United States after his White House years? a. Like him, they believed in America's involvement in World War I. b. They were tired of his meddling in big business. c. They hoped he would open new markets for their products in Africa and Europe. d. They wanted to build support for a different presidential candidate. e. Like him, they believed in securing more land in the Pacific.

Answer: B Difficulty: 2 – Moderate Question ID: TB_23_26_The Republican Roosevelt_Understand_LO 23.3 Topic: The Republican Roosevelt Skill: Understand the Connections Objective: 23.3 How would you describe the personality and programs of Theodore Roosevelt?

27) What did some in the business community find attractive about progressivism? a. Nothing; the business community opposed all forms of progressivism. b. Business owners, like progressives, wanted to clean up city governments and political contests. c. Progressivism believed in progress and efficiency, two industrial business values. d. Progressives wanted to control corporate abuses, reform child labor laws, and ensure factory safety— all of which were industrial business values as well. e. Progressives fought for women's and African American's rights, two things from which industrial businessmen would gain.

Answer: C Difficulty: 2 – Moderate Question ID: TB_23_27_The Spirit of Progressivism_Understand_LO 23.1 Topic: The Spirit of Progressivism Skill: Understand the Connections Objective: 23.1 What were the six major characteristics of progressivism?

28) How did the growing trend of professional associations help the general population in the early years of the twentieth century? a. Higher standards enforced by associations protected the general population from fraud and malpractice. b. It became easier to become a professional; all one had to do was buy into an association, so more of the general population could become professionals. c. Associations ensured that people from any class could become professionals if they had the proper education and training.

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Brands, American Stories 3e Test Bank d. Associations made the cost of professional services cheaper and easier to access for the general population. e. Associations made professionals more plentiful and, therefore, easier for the general population to find.

Answer: A Difficulty: 2 – Moderate Question ID: TB_23_28_The Spirit of Progressivism_Understand_LO 23.1 Topic: The Spirit of Progressivism Skill: Understand the Connections Objective: 23.1 What were the six major characteristics of progressivism?

29) Social reform during the early 1900s differed from reforms of previous eras because in previous eras, social reform had been __________, whereas in the early 1900s it was __________. a. supported exclusively by the government, controlled by private charities b. supported exclusively by private charities, controlled by the government c. mixed with morality, free from moral overtones d. more complex and interrelated, more individualized and simplistic e. more simplistic and directed at one particular problem, directed at complex and interrelated problems Answer: E Difficulty: 2 – Moderate Question ID: TB_23_29_The Spirit of Progressivism_Understand_LO 23.1 Topic: The Spirit of Progressivism Skill: Understand the Connections Objective: 23.1 What were the six major characteristics of progressivism?

30) Why did women's movements also lead the temperance crusade? a. In general, women did not drink alcohol in the early 1900s. b. In general, men participated in politics while women participated in social reform. c. Women saw temperance as the first step to suffrage and, therefore, supported it. d. Women were more involved with social justice activities and saw the direct effects of alcohol abuse on families. e. Men saw temperance as the first step to women's suffrage and, therefore, opposed it.

Answer: D Difficulty: 2 – Moderate Question ID: TB_23_30_The Spirit of Progressivism_Understand_LO 23.1 Topic: The Spirit of Progressivism Skill: Understand the Connections Objective: 23.1 What were the six major characteristics of progressivism?

31) Which part of the United States continued to oppose suffrage for women and African Americans even after most other states had passed universal suffrage laws? a. the South b. the North c. the West d. the Southwest e. the Midwest Answer: A 372 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_23_31_The Spirit of Progressivism_Understand_LO 23.1 Topic: The Spirit of Progressivism Skill: Understand the Connections Objective: 23.1 What were the six major characteristics of progressivism?

32) How did progressive attitudes affect the size of government during the Progressive Era? a. Progressives believed that local government could best conduct social reforms and supported agencies of experts, so small state and local governments grew. b. Progressives believed that the federal government could best conduct social reforms and supported agencies of experts, so the national government grew. c. All governments shrank because progressives believed that charities could best conduct social reforms and opposed agencies of experts. d. Small state and local governments grew because progressives believed that most voters were too uneducated to understand national issues. e. Progressives believed in the wisdom of the general masses, so all governments shrank while agencies run by nonpoliticians grew.

Answer: B Difficulty: 2 – Moderate Question ID: TB_23_32_Reform in the Cities and States_Understand_LO 23.2 Topic: Reform in the Cities and States Skill: Understand the Connections Objective: 23.2 What methods did progressive reformers use to attack problems in the cities and states?

33) Why did voting decline during the Progressive Era? a. Because pessimism marked the Progressive Era, people did not bother voting. b. Because African Americans and women made up most of the population, their disfranchisement affected voter turnout. c. People focused on social reforms rather than on politics in the Progressive Era. d. People focused on moral reforms rather than on politics in the Progressive Era. e. People relied on interest groups to pressure government into policies they supported, so they did not feel the need to vote.

Answer: E Difficulty: 2 – Moderate Question ID: TB_23_33_Reform in the Cities and States_Understand_LO 23.2 Topic: Reform in the Cities and States Skill: Understand the Connections Objective: 23.2 What methods did progressive reformers use to attack problems in the cities and states?

34) City governments became more like businesses during the early 1900s because they __________. a. became more corrupt, working for the wealthy and crushing the masses with unfair housing, tax, and employment laws b. became more supportive of the masses, creating health, housing, and employment programs to help the poor c. became balanced by competitive political parties and special interest groups, just as big businesses were balanced by unions versus management d. created systems of managers (elected officials) supported by experts, stressing continuity, efficiency, and results 373 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank e. became so embroiled in bureaucracy and regulations that they could not function properly Answer: D Difficulty: 2 – Moderate Question ID: TB_23_34_Reform in the Cities and States_Understand_LO 23.2 Topic: Reform in the Cities and States Skill: Understand the Connections Objective: 23.2 What methods did progressive reformers use to attack problems in the cities and states?

35) Why did Theodore Roosevelt call Robert La Follette's Wisconsin Idea "the laboratory of democracy"? a. The Wisconsin Idea improved voter education and participation. b. The Idea was voted on and approved by all citizens of Wisconsin. c. Voters gained power to directly elect officials, and the results democratized or equalized education, employment, and public resources. d. The Idea removed nearly all corrupt officials from local, state, and federal governments in Wisconsin. e. The Idea became the model for all other states and eventually the rest of the democratic world.

Answer: C Difficulty: 2 – Moderate Question ID: TB_23_35_Reform in the Cities and States_Understand_LO 23.2 Topic: Reform in the Cities and States Skill: Understand the Connections Objective: 23.2 What methods did progressive reformers use to attack problems in the cities and states?

36) In the Brownsville incident, Roosevelt __________. a. demonstrated disrespect for African Americans and their service in war by dismissing the soldiers without investigating the incident b. exhibited his bias for military personnel when he ruled in favor of the soldiers without investigating their conduct c. showed that holding to his beliefs was more important to him than reelection d. revealed that he was a true pragmatist, able to live in a world with no easy answers, when he dismissed loyal soldiers from the army e. demonstrated his progressive spirit by seeking the most efficient and systematic removal of the involved soldiers Answer: A Difficulty: 2 – Moderate Question ID: TB_23_36_The Republican Roosevelt_Understand_LO 23.3 Topic: The Republican Roosevelt Skill: Understand the Connections Objective: 23.3 How would you describe the personality and programs of Theodore Roosevelt?

37) How did Theodore Roosevelt distinguish a "good" trust from a "bad" trust? a. A good trust stayed within reasonable bounds, whereas a bad trust hurt the general welfare of society. b. A good trust donated money to Roosevelt's campaign, whereas bad trusts did not. c. A good trust was well-organized and efficient, whereas a bad trust was cumbersome and inefficient. d. A good trust employed the masses (immigrants, women, the poor, African Americans); a bad trust only employed white males.

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Brands, American Stories 3e Test Bank e. A good trust developed products that contributed to society; a bad trust worked in mergers and acquisitions and did not produce any actual products.

Answer: A Difficulty: 2 – Moderate Question ID: TB_23_37_The Republican Roosevelt_Understand_LO 23.3 Topic: The Republican Roosevelt Skill: Understand the Connections Objective: 23.3 How would you describe the personality and programs of Theodore Roosevelt?

38) What did the term "square deal" mean? a. The coal miners got more money and a shorter workday, but the owners got "squared," or shorted, and got nothing. b. Like the equal sides of a square, both the miners and the owners got a fair, equitable deal from Roosevelt's negotiations. c. Because Roosevelt used highly intelligent "square" men to broker the deal between the coal miners and owners, the deal was called a "square deal." d. By refusing to recognize the coal miners' union, the owners got the "square," or better, part of the deal. e. Like the four equal sides of a square, the four interested parties (the government, the arbitrator, the coal miners, and the owners) each participated equally in the negotiations.

Answer: B Difficulty: 2 – Moderate Question ID: TB_23_38_The Republican Roosevelt_Understand_LO 23.3 Topic: The Republican Roosevelt Skill: Understand the Connections Objective: 23.3 How would you describe the personality and programs of Theodore Roosevelt?

39) Roosevelt regretted making the statement, "Under no circumstances will I be a candidate for or accept another nomination," because he __________. a. ran for the office of president in the very next election b. ran for the office of senator at the end of his life c. appointed his successor, William Howard Taft, and controlled his actions from behind the scenes d. decided to run for the presidency eight years later e. was legally barred from running again after having served two full terms as president Answer: D Difficulty: 2 – Moderate Question ID: TB_23_39_Roosevelt Progressivism at Its Height_Understand_LO 23.4 Topic: Roosevelt Progressivism at Its Height Skill: Understand the Connections Objective: 23.4 What were the major measures of Theodore Roosevelt’s term from 1905 to 1909?

40) In his negotiations to pass the Hepburn Act of 1906, what did Roosevelt reveal about his political strategy? a. He capitalized on his popularity with the masses to coerce Congress to pass bills. b. He used his military past to command awe and obedience to his will as president. c. He employed yellow journalists and muckrakers to attack his opponents. d. As a young and new president, he relied too heavily on experienced advisors. e. He would use media exposure and deal-making with Congress to pass bills.

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Brands, American Stories 3e Test Bank Answer: E Difficulty: 2 – Moderate Question ID: TB_23_40_Roosevelt Progressivism at Its Height_Understand_LO 23.4 Topic: Roosevelt Progressivism at Its Height Skill: Understand the Connections Objective: 23.4 What were the major measures of Theodore Roosevelt’s term from 1905 to 1909?

41) Upton Sinclair described the __________ as the "wage slaves of the Beef Trust." a. consumers of unsanitary beef b. inhumanely treated cows c. poorly paid meat packers d. African American indentured servants e. politicians whom owners bribed Answer: C Difficulty: 2 – Moderate Question ID: TB_23_41_Roosevelt Progressivism at Its Height_Understand_LO 23.4 Topic: Roosevelt Progressivism at Its Height Skill: Understand the Connections Objective: 23.4 What were the major measures of Theodore Roosevelt’s term from 1905 to 1909?

42) Theodore Roosevelt can be considered one of the country's first conservationist presidents because he __________. a. created 150 million acres in new government preserves b. loved animals and the remaining wilderness in the United States c. believed in sequestering public land, so it would not be damaged d. opposed the use of coal because it damaged the environment e. was an avid hunter, but confined his big game pursuits to Africa Answer: A Difficulty: 2 – Moderate Question ID: TB_23_42_Roosevelt Progressivism at Its Height_Understand_LO 23.4 Topic: Roosevelt Progressivism at Its Height Skill: Understand the Connections Objective: 23.4 What were the major measures of Theodore Roosevelt’s term from 1905 to 1909?

43) In what way was Theodore Roosevelt not conservation-minded? a. He approved using federal land preserves in Alaska for coal mining. b. He supported coal strip mining, which he knew damaged the environment. c. He preserved federal lands but less so than any other president. d. He hunted and killed big game, which, even in his time, were becoming scarce. e. He supported the meatpacking industry's mistreatment of cows.

Answer: D Difficulty: 2 – Moderate Question ID: TB_23_43_Roosevelt Progressivism at Its Height_Understand_LO 23.4 Topic: Roosevelt Progressivism at Its Height Skill: Understand the Connections Objective: 23.4 What were the major measures of Theodore Roosevelt’s term from 1905 to 1909?

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Brands, American Stories 3e Test Bank 44) Why did Republican party disputes erupt when Taft took office? a. Taft began to side with conservative Republicans, emphasizing the differences between them and the Democrats. b. Roosevelt's forceful personality had concealed or managed the conflicts, but when he left office, the conflicts reemerged. c. Just before leaving office, Roosevelt had sown seeds of discontent with his conservation, employment, and education reforms. d. Taft was an unlikable man who quickly created resentment from voters, even those who were in his own political party. e. Taft was so strong-willed and opinionated that he alienated even members of his own party.

Answer: B Difficulty:2 – Moderate Question ID: TB_23_44_The Ordeal of William Howard Taft_Understand_LO 23.5 Topic: The Ordeal of William Howard Taft Skill: Understand the Connections Objective: 23.5 Why was the presidency of William Howard Taft so difficult for him?

45) In what way was Taft more of a conservationist than Roosevelt? a. He opposed Ballinger's sale of millions of acres of public land. b. He opposed Ballinger's sale of Alaskan land to coal companies. c. He instituted the nation's first recycling program. d. He was a vegetarian and opposed to hunting animals. e. He conserved more public land than his predecessor.

Answer: E Difficulty: 2 – Moderate Question ID: TB_23_45_The Ordeal of William Howard Taft_Understand_LO 23.5 Topic: The Ordeal of William Howard Taft Skill: Understand the Connections Objective: 23.5 Why was the presidency of William Howard Taft so difficult for him?

46) Why is the Federal Reserve Act considered the most important law Wilson passed? a. It instituted the first income tax, which still exists today. b. It settled disputes among Democrats and Republicans. c. It imposed necessary controls on banks, and still exists today. d. It won him great public admiration, securing his second term. e. It made the United States the richest country in the world.

Answer: C Difficulty: 2 – Moderate Question ID: TB_23_46_Woodrow Wilson's New Freedom_Understand_LO 23.6 Topic: Woodrow Wilson's New Freedom Skill: Understand the Connections Objective: 23.6 What were the central principles of Woodrow Wilson’s New Freedom?

47) What is ironic about Wilson's New Freedom program? a. It directly contradicted New Nationalism programs. b. It was more about religion and morality than social change.

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Brands, American Stories 3e Test Bank c. It helped more people than Taft's and Roosevelt's programs combined. d. It was essentially based on ideas first proposed by his political rival, Theodore Roosevelt. e. It was widely supported by the general masses, but in the end served to hurt their interests.

Answer: D Difficulty: 2 – Moderate Question ID: TB_23_47_Woodrow Wilson's New Freedom_Understand_LO 23.6 Topic: Woodrow Wilson's New Freedom Skill: Understand the Connections Objective: 23.6 What were the central principles of Woodrow Wilson’s New Freedom?

48) In what way did Theodore Roosevelt embody pragmatism? a. In breaking the trusts, he demonstrated that he believed in natural laws instead of actions. b. In deciding to run for office a second time (for his third term as president), he demonstrated a belief in the absolute truth of his right to the presidency. c. In his brokering an agreement between coal miners and owners, he showed that he could pick manageable problems and work to solve them. d. In his conservation of wilderness in America, he demonstrated his belief in divine laws, meaning that God had given America the land to take care of. e. In his unequal treatment of African Americans, he demonstrated the pragmatic ability to be "toughminded" in a world with no easy answers.

Answer: C Difficulty: 2 – Moderate Question ID: TB_23_48_The Spirit of Progressivism_Analyze_LO 23.1 Topic: The Spirit of Progressivism Skill: Analyze It Objective: 23.1 What were the six major characteristics of progressivism?

49) How can the first three presidents of the early 1900s best be characterized? a. Roosevelt was the most progressive of the three: conserving more land, instituting more social reforms, and busting more trusts. b. Wilson was the most progressive of the three: conserving more land, instituting more social reforms, and busting more trusts. c. They all worked on similar progressive programs, such as regulating businesses, conserving land, and instituting social reforms, but ignored racial issues. d. Taft was the most progressive of the three: conserving more land, instituting more social reforms, and busting more trusts. e. They all worked on similar progressive programs, including bank regulation, tariffs, income taxes, and racial reconciliation.

Answer: C Difficulty: 2 – Moderate Question ID: TB_23_49_The Spirit of Progressivism_Analyze_LO 23.1 Topic: The Spirit of Progressivism Skill: Analyze It Objective: 23.1 What were the six major characteristics of progressivism?

50) Which of the following individuals was probably the least progressive on the race question in America in the early 1900s?

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Brands, American Stories 3e Test Bank a. Theodore Roosevelt b. Woodrow Wilson c. William Taft d. Booker T. Washington e. W. E. B. Du Bois Answer: B Difficulty: 2 – Moderate Question ID: TB_23_50_Woodrow Wilson's New Freedom_Analyze_LO 23.6 Topic: Woodrow Wilson's New Freedom Skill: Analyze It Objective: 23.6 What were the central principles of Woodrow Wilson’s New Freedom?

Essay Questions 51) Explain the six characteristics of progressivism. How do they reflect the Puritan tradition?

Difficulty: 3 – Difficult Question ID: TB_23_51_The Spirit of Progressivism_Analyze_LO 23.1 Topic: The Spirit of Progressivism Skill: Analyze It Objective: 23.1 What were the six major characteristics of progressivism?

52) To what extent did the progressive movement succeed? To what extent did it fail?

Difficulty: 3 – Difficult Question ID: TB_23_52_The Spirit of Progressivism_Analyze_LO 23.1 Topic: The Spirit of Progressivism Skill: Analyze It Objective: 23.1 What were the six major characteristics of progressivism?

53) How did progressive action at the city, state, and federal levels pave the way for the activist government of the twentieth and twenty-first centuries?

Difficulty: 3 – Difficult Question ID: TB_23_53_Reform in the Cities and States_Analyze_LO 23.2 Topic: Reform in the Cities and States Skill: Analyze It Objective: 23.2 What methods did progressive reformers use to attack problems in the cities and states?

54) How did the progressivism of Theodore Roosevelt and Woodrow Wilson alter traditional concepts of presidential power?

Difficulty: 3 – Difficult Question ID: TB_23_54_Roosevelt Progressivism at Its Height_Analyze_LO 23.4 Topic: Roosevelt Progressivism at Its Height / Woodrow Wilson's New Freedom Skill: Analyze It Objective: 23.4 What were the major measures of Theodore Roosevelt’s term from 1905 to 1909?, 23.6 What were the central principles of Woodrow Wilson’s New Freedom?

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Brands, American Stories 3e Test Bank Chapter 24: The Nation at War, 1901-1920 Multiple-Choice Questions 1) The German sinking of the __________ in 1915 cost 128 American lives and enraged the American public. a. Sussex b. Arabic c. Reuben James d. Lusitania e. Titanic Answer: D Difficulty: 1 – Easy Question ID: TB_24_01_Introduction—The Sinking of the Lusitania_Remember Topic: Introduction—The Sinking of the Lusitania Skill: Remember the Facts Objective: N/A 2) In terms of foreign policy, Theodore Roosevelt __________. a. did little to foster American aims b. reflected the influence of isolationism c. sought to prepare the country for its role as a world power d. sought to further isolate the United States from foreign affairs e. was supremely concerned with world peace Answer: C Difficulty: 2 – Moderate Question ID: TB_24_02_A New World Power_Remember_LO 24.1 Topic: A New World Power Skill: Remember the Facts Objective: 24.1 What were the main events that showed the United States was becoming a world power?

3) The Hay-Bunau-Varilla Treaty __________. a. secured Colombia's permission for the building of the Panama Canal b. gave the United States control of the Panama Canal Zone c. transferred rights to the Panama Canal from France to the United States d. ended hostilities with Mexico in autumn of 1914 e. gave the United States control of the Philippines Answer: B Difficulty: 2 – Moderate Question ID: TB_24_03_A New World Power_Remember_LO 24.1 Topic: A New World Power Skill: Remember the Facts Objective: 24.1 What were the main events that showed the United States was becoming a world power?

4) Which prohibited foreign corporations from building or purchasing sites with military potential in the Western Hemisphere? a. Sussex Pledge 380 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. Zimmermann Note c. Roosevelt Corollary d. Lodge Corollary e. Foster Testimony Answer: D Difficulty: 2 – Moderate Question ID: TB_24_04_A New World Power_Remember_LO 24.1 Topic: A New World Power Skill: Remember the Facts Objective: 24.1 What were the main events that showed the United States was becoming a world power?

5) In mediating the conflict between Russia and Japan, Roosevelt __________. a. showed little real interest in the final outcome b. sided with Russia c. took a totally neutral stance d. recognized the increasing importance of Japan e. tried to play both sides against the other with disastrous results Answer: D Difficulty: 2 – Moderate Question ID: TB_24_05_A New World Power_Remember_LO 24.1 Topic: A New World Power Skill: Remember the Facts Objective: 24.1 What were the main events that showed the United States was becoming a world power?

6) In the 1905 Taft-Katsura Agreement, __________. a. the United States and Japan agreed not to attack each other for at least 50 years b. the United States exchanged recognition of Japanese control of Korea for a Japanese pledge not to invade the Philippines c. Japan agreed to limit emigration to the United States d. the United States and Japan agreed to a policy of mutual free trade e. the United States and Japan agreed to uphold the Open Door and support Chinese independence Answer: B Difficulty: 2 – Moderate Question ID: TB_24_06_A New World Power_Remember_LO 24.1 Topic: A New World Power Skill: Remember the Facts Objective: 24.1 What were the main events that showed the United States was becoming a world power?

7) Taft's policy of "dollar diplomacy" __________. a. promoted American financial and business interests abroad b. was aimed, primarily, at helping underdeveloped countries c. resulted in less American influence in Latin America d. had little influence on American national security interests e. helped establish the prestige of the United States in Asia Answer: A 381 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_24_07_A New World Power_Remember_LO 24.1 Topic: A New World Power Skill: Remember the Facts Objective: 24.1 What were the main events that showed the United States was becoming a world power?

8) In his approach to foreign affairs, Wilson could be described as what? a. a militarist b. a moralist c. an economist d. a global strategist e. a pacifist Answer: B Difficulty: 1 – Easy Question ID: TB_24_08_Foreign Policy Under Wilson_Remember_LO 24.2 Topic: Foreign Policy Under Wilson Skill: Remember the Facts Objective: 24.2 What did Woodrow Wilson mean by “moral diplomacy”?

9) Woodrow Wilson's decision to invade Mexico in 1916 followed the murder of several Americans by __________. a. Vittorio Zapata b. Pancho Villa c. Francisco Madero d. Victoriano Huerta e. Carlo Ponti Answer: B Difficulty: 1 – Easy Question ID: TB_24_09_Foreign Policy Under Wilson_Remember_LO 24.2 Topic: Foreign Policy Under Wilson Skill: Remember the Facts Objective: 24.2 What did Woodrow Wilson mean by “moral diplomacy”?

10) President Wilson's first reaction when war broke out in Europe in 1914 was to __________. a. declare support for the Allies b. condemn the actions of the German army c. praise the assassination of the Austrian archduke d. declare U.S. neutrality e. begin construction of a large navy Answer: D Difficulty: 1 – Easy Question ID: TB_24_10_Toward War_Remember_LO 24.3 Topic: Toward War Skill: Remember the Facts Objective: 24.3 What were the reasons behind and dangers of Wilson’s neutrality policy?

11) At the beginning of World War I, Americans __________.

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Brands, American Stories 3e Test Bank a. showed little interest in the conflict b. sided strongly with the British c. were eager to enter the conflict d. sided strongly with the Germans e. generally accepted neutrality Answer: E Difficulty: 2 – Moderate Question ID: TB_24_11_Toward War_Remember_LO 24.3 Topic: Toward War Skill: Remember the Facts Objective: 24.3 What were the reasons behind and dangers of Wilson’s neutrality policy?

12) What did Great Britain do at the beginning of World War I? a. respected American neutrality b. made few attempts to influence American policy c. sought the military aid of the United States d. sought to restrict American trade with Germany e. briefly considered a negotiated surrender Answer: D Difficulty: 2 – Moderate Question ID: TB_24_12_Toward War_Remember_LO 24.3 Topic: Toward War Skill: Remember the Facts Objective: 24.3 What were the reasons behind and dangers of Wilson’s neutrality policy?

13) Compared with William Jennings Bryan, Robert Lansing __________. a. was more idealistic b. favored the German side in the war c. urged a strong stand against the Germans d. had little experience in foreign affairs e. exemplified the philosophy "live and let live" Answer: C Difficulty: 2 – Moderate Question ID: TB_24_13_Toward War_Remember_LO 24.3 Topic: Toward War Skill: Remember the Facts Objective: 24.3 What were the reasons behind and dangers of Wilson’s neutrality policy?

14) In 1915, Wilson supported preparedness because of __________. a. the need to stimulate the American economy b. the growing German U-boat crisis c. demands from progressives who desired to defend democracy d. the revelation of a German plot to involve Mexico as an ally e. his secret desire to create an empire in Latin America Answer: B 383 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_24_14_Toward War_Remember_LO 24.3 Topic: Toward War Skill: Remember the Facts Objective: 24.3 What were the reasons behind and dangers of Wilson’s neutrality policy?

15) The Zimmermann Telegram __________. a. announced Germany's European war aims b. pledged Germany's intention to end the war peacefully c. proposed an alliance between Germany and Mexico d. had little effect on America's move toward war e. was actually a piece of British war propaganda Answer: C Difficulty: 2 – Moderate Question ID: TB_24_15_Toward War_Remember_LO 24.3 Topic: Toward War Skill: Remember the Facts Objective: 24.3 What were the reasons behind and dangers of Wilson’s neutrality policy?

16) Who was the leader of the American Expeditionary Force? a. Theodore Roosevelt b. John J. Pershing c. Alfred T. Mahan d. Douglas MacArthur e. Omar Bradley Answer: B Difficulty: 2 – Moderate Question ID: TB_24_16_Over There_Remember_LO 24.4 Topic: Over There Skill: Remember the Facts Objective: 24.4 How did the United States’ entry affect the course of World War I? 17) The American Expeditionary Force __________. a. was primarily made up of draftees b. consisted largely of the existing U.S. Army c. was primarily a volunteer army d. was initially well prepared and trained for war e. was a spearhead of elite commandos Answer: A Difficulty: 2 – Moderate Question ID: TB_24_17_Over There_Remember_LO 24.4 Topic: Over There Skill: Remember the Facts Objective: 24.4 How did the United States’ entry affect the course of World War I? 18) The American contribution in World War I __________. a. was minor when compared to that of the other Allies 384 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. although relatively small was vital to Allied success c. played a relatively minor role in ending the war d. was much greater than that of the other Allies e. came too late to be of any real assistance Answer: B Difficulty: 2 – Moderate Question ID: TB_24_18_Over There_Remember_LO 24.4 Topic: Over There Skill: Remember the Facts Objective: 24.4 How did the United States’ entry affect the course of World War I? 19) The Committee on Public Information __________. a. had little influence on public perceptions b. exerted a positive influence on the public c. called for understanding from the American people d. launched a vitriolic campaign against Germany e. was always careful to avoid emotional appeals Answer: D Difficulty: 2 – Moderate Question ID: TB_24_19_Over Here_Remember_LO 24.5 Topic: Over Here Skill: Remember the Facts Objective: 24.5 What programs and changes did World War I bring at home?

20) To finance the war effort, on what did the U.S. government primarily rely? a. higher income tax rates b. printing paper money for war debts c. sales of "Liberty Bonds" d. new discoveries of gold in Alaska e. loans from foreign governments Answer: C Difficulty: 2 – Moderate Question ID: TB_24_20_Over Here_Remember_LO 24.5 Topic: Over Here Skill: Remember the Facts Objective: 24.5 What programs and changes did World War I bring at home?

21) During World War I, the War Industries Board __________. a. controlled the entire war mobilization effort b. was led by Herbert Hoover c. oversaw the production of America's factories d. failed to lead American industry effectively e. was concerned with building new munitions plants Answer: C

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_24_21_Over Here_Remember_LO 24.5 Topic: Over Here Skill: Remember the Facts Objective: 24.5 What programs and changes did World War I bring at home?

22) Which of the following was a major effect of the labor shortage caused by the war? a. a dramatic rise in wages for all workers b. a great migration of southern African Americans to northern cities c. a worsening in government-labor relations d. a decrease in the number of working women e. the construction of more factories Answer: B Difficulty: 2 – Moderate Question ID: TB_24_22_Over Here_Remember_LO 24.5 Topic: Over Here Skill: Remember the Facts Objective: 24.5 What programs and changes did World War I bring at home?

23) As a result of their participation in the war effort, African Americans __________. a. faced even worse discrimination in America b. became more accepting of the conditions they faced c. found greater acceptance of their place in American society d. were more and more inclined to fight discrimination e. generally were allowed to remain in Europe Answer: D Difficulty: 2 – Moderate Question ID: TB_24_23_Over Here_Remember_LO 24.5 Topic: Over Here Skill: Remember the Facts Objective: 24.5 What programs and changes did World War I bring at home?

24) What was one of Wilson's major goals at the Paris Peace Conference? a. to punish Germany for starting the war b. to compensate the Allies for their great losses c. to found a League of Nations to enforce peace d. to bring the new Russian government to the peace table e. to collect awards and accolades from France Answer: C Difficulty: 2 – Moderate Question ID: TB_24_24_The Treaty of Versailles_Remember_LO 24.6 Topic: The Treaty of Versailles Skill: Remember the Facts Objective: 24.6 What mistakes did Wilson make in negotiating the Treaty of Versailles?

25) Wilson hurt his chances to get the Treaty of Versailles ratified __________. a. through his failure to ask for the American people's support 386 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. because he was unwilling to compromise with opponents c. by working too closely with isolationist opponents d. because he did not work hard enough to convince opponents e. through his vague and hostile demands of his supporters Answer: B Difficulty: 2 – Moderate Question ID: TB_24_25_The Treaty of Versailles_Remember_LO 24.6 Topic: The Treaty of Versailles Skill: Remember the Facts Objective: 24.6 What mistakes did Wilson make in negotiating the Treaty of Versailles?

26) How can Wilson's reaction to the sinking of the Lusitania best be characterized? a. conciliatory diplomacy b. forceful diplomacy c. pessimistic diplomacy d. minimal military e. forceful military Answer: B Difficulty: 2 – Moderate Question ID: TB_24_26_Introduction—The Sinking of the Lusitania_Understand Topic: Introduction—The Sinking of the Lusitania Skill: Understand the Connections Objective: N/A 27) America’s role in international affairs was changing in the years immediately before the outbreak of World War I because the United States __________. a. was becoming more of a world power b. had become the most powerful country in the world c. was no longer an imperialist power d. was no longer a colonial power e. was becoming more and more isolated Answer: A Difficulty: 2 – Moderate Question ID: TB_24_27_A New World Power_Understand_LO 24.1 Topic: A New World Power Skill: Understand the Connections Objective: 24.1 What were the main events that showed the United States was becoming a world power?

28) In what way was the construction of the Panama Canal, as Roosevelt said, "the most important action in foreign affairs"? a. It gave the United States control over world trade. b. It made the United States the world's most powerful country. c. It kept the United States out of involvement in World War I. d. It solidified American influence in Latin America. e. It gave the United States power over developments in Europe.

Answer: D 387 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_24_28_A New World Power_Understand_LO 24.1 Topic: A New World Power Skill: Understand the Connections Objective: 24.1 What were the main events that showed the United States was becoming a world power?

29) The signing of the Taft-Katsura Agreement was strategically important for the United States because it gave the United States free rein in __________. a. Korea b. China c. Japan d. Asia e. the Philippines Answer: E Difficulty: 1 – Easy Question ID: TB_24_29_A New World Power_Understand_LO 24.1 Topic: A New World Power Skill: Understand the Connections Objective: 24.1 What were the main events that showed the United States was becoming a world power?

30) Why did Roosevelt announce the Roosevelt Corollary? a. to gain power in the Pacific region b. to keep European powers out of Latin America c. to change the Monroe Doctrine d. to forgive Latin American national debts e. to gain access to Panama for the canal construction Answer: B Difficulty: 2 – Moderate Question ID: TB_24_30_A New World Power_Understand_LO 24.1 Topic: A New World Power Skill: Understand the Connections Objective: 24.1 What were the main events that showed the United States was becoming a world power?

31) What were the tests of Wilson's "moral diplomacy"? a. When a cabinet member was caught in a financial scandal, Wilson's pride in his morality was tested. b. The exorbitant costs of moral reforms, such as Prohibition, tested Wilson's resolve to continue "purity" reforms. c. The conflicts of Mexico and World War I demonstrated that U.S. morality would not keep militarism under control. d. The Hawaiian and Philippine annexations demonstrated to the world that U.S. morality did not actually exist. e. In his attitudes toward African Americans and their civil rights, Wilson demonstrated that "morality" did not mean equality.

Answer: C

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_24_31_Foreign Policy Under Wilson_Understand_LO 24.2 Topic: Foreign Policy Under Wilson Skill: Understand the Connections Objective: 24.2 What did Woodrow Wilson mean by “moral diplomacy”?

32) Wilson's treatment of Mexico was similar to Roosevelt's treatment of Colombia because both men demonstrated __________. a. paternalistic condescension in their dealings with Latin American governments b. abhorrence for people of color in their dealings with Latin American governments c. their inexperience with foreign affairs in their dealings with Mexico and Colombia, respectively d. their fear of European interference in their dealings with Mexico and Colombia, respectively e. their respect and dependence on their neighbors in their dealings with Mexico and Colombia, respectively Answer: A Difficulty: 2 – Moderate Question ID: TB_24_32_Foreign Policy Under Wilson_Understand_LO 24.2 Topic: Foreign Policy Under Wilson Skill: Understand the Connections Objective: 24.2 What did Woodrow Wilson mean by “moral diplomacy”?

33) Why did the nation's progressives oppose U.S. involvement in World War I? a. They were naturally pessimistic and knew the United States would lose. b. They understood how financially costly the war would be for the nation. c. They did not believe the reports sent over from Europe. d. They opposed the Allied position because it was one of aggression. e. They opposed all war as being an obstacle to social reform.

Answer: E Difficulty: 2 – Moderate Question ID: TB_24_33_Toward War_Understand_LO 24.3 Topic: Toward War Skill: Understand the Connections Objective: 24.3 What were the reasons behind and dangers of Wilson’s neutrality policy?

34) What was the role of economic factors in supporting U.S. neutrality in the early years of World War I? a. The United States was greatly weakened financially by WWI and saw entering the war as an economic necessity. b. The United States grew rich from its neutrality during WWI and saw joining the war as a way of getting even richer. c. U-boat attacks had increased commerce for the United States by eliminating the competition, so continued neutrality benefited the nation's economy. d. U-boat attacks prevented the United States from trading freely with Europe and required U.S. involvement. e. U-boat attacks cost the German government millions of dollars, making them even more eager to draw the United States into the war.

Answer: D 389 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_24_34_Toward War_Understand_LO 24.3 Topic: Toward War Skill: Understand the Connections Objective: 24.3 What were the reasons behind and dangers of Wilson’s neutrality policy?

35) The Sussex Pledge __________ U.S. involvement in World War I. a. escalated b. postponed c. eliminated d. complicated e. intensified Answer: B Difficulty: 2 – Moderate Question ID: TB_24_35_Toward War_Understand_LO 24.3 Topic: Toward War Skill: Understand the Connections Objective: 24.3 What were the reasons behind and dangers of Wilson’s neutrality policy?

36) By electing __________ in 1916, Americans showed their determination to __________. a. Roosevelt, remain neutral in WWI b. Hughes, remain neutral in WWI c. Wilson, remain neutral in WWI d. Wilson, enter WWI regardless of the costs e. Roosevelt, stay out of WWI whatever the costs Answer: C Difficulty: 2 – Moderate Question ID: TB_24_36_Toward War_Understand_LO 24.3 Topic: Toward War Skill: Understand the Connections Objective: 24.3 What were the reasons behind and dangers of Wilson’s neutrality policy?

37) How did U.S. neutrality in World War I finally come to an end? a. Germany proposed an alliance with Mexico and sank five American ships in ten days. b. Russia formed an alliance with Germany that threatened U.S. interests in the Pacific. c. The Allied nations begged the United States to intervene on their behalf. d. Japan attacked the Philippines and Hawaii, killing hundreds of U.S. military personnel and citizens. e. Germany formed an alliance with Cuba, threatening to bring the war to the United States.

Answer: A Difficulty: 2 – Moderate Question ID: TB_24_37_Toward War_Understand_LO 24.3 Topic: Toward War Skill: Understand the Connections Objective: 24.3 What were the reasons behind and dangers of Wilson’s neutrality policy?

38) How did the Bolshevik Revolution in Russia in 1917 change the course of the war?

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Brands, American Stories 3e Test Bank a. Germany's own people began to revolt, leading to a weakening of the axis powers, giving the Allies an advantage. b. The Polish people in Germany revolted, distracting German forces from fighting France and Britain and giving the Allies an advantage. c. Socialists in the United States refused to help with the war effort, inhibiting U.S. involvement and prolonging the war. d. Russia dropped out of the war, so Germany could concentrate on fighting in the west. e. Russia renewed attacks on Germany from the east, so that Germany began to weaken, from fighting on both fronts.

Answer: D Difficulty: 2 – Moderate Question ID: TB_24_38_Over There_Understand_LO 24.4 Topic: Over There Skill: Understand the Connections Objective: 24.4 How did the United States’ entry affect the course of World War I? 39) What attitudes about race did the American Expeditionary Force reflect? a. All men, regardless of color, can fight equally and deserve equal opportunities for advancement. b. Since black and white soldiers fought together in the Spanish-American War, they should do so in World War I. c. Blacks were considered inferior and should be segregated from whites and not given positions of authority. d. African Americans and other people of color were considered inferior and therefore not permitted to fight as soldiers but only to serve as support staff. e. The AEF believed blacks and whites should be completely segregated, so blacks were required to command all black troops.

Answer: B Difficulty: 2 – Moderate Question ID: TB_24_39_Over There_Understand_LO 24.4 Topic: Over There Skill: Understand the Connections Objective: 24.4 How did the United States’ entry affect the course of World War I? 40) What factors contributed to making World War I "the most terrible war of all time"? a. World War I involved all areas of the world, including South America, Africa, and Asia. b. The use of trench warfare and new technology made conditions particularly horrible for soldiers. c. A larger number of people died in World War I than any other war in history. d. American propaganda campaigns demonized the enemy, fueling the war’s label as “most terrible”. e. Food shortages on the home front led to many U.S. civilian deaths in addition to military deaths.

Answer: B Difficulty: 2 – Moderate Question ID: TB_24_40_Over There_Understand_LO 24.4 Topic: Over There Skill: Understand the Connections Objective: 24.4 How did the United States’ entry affect the course of World War I? 41) What does the number of American deaths suggest about WWI casualties?

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Brands, American Stories 3e Test Bank a. Deaths from disease, famine, and other war-related causes were higher than combat deaths. b. Civilians were often targets of military action, leading to large number of civilian deaths. c. The lower number of non-combat deaths indicate the small impact the war had on civilian life. d. Most causalities resulted from trench warfare, with only a small number of non-combatant deaths. e. Better sanitary conditions in military hospitals meant military personnel received better medical care than civilians.

Answer: A Bloom’s: Understand the Connections Topic Difficulty: 2 – Moderate Question ID: TB_24_41_Over There_Understand_LO 24.4 Topic: Over There Skill: Understand the Connections Objective: 24.4 How did the United States’ entry affect the course of World War I? 42) What effect did U.S. involvement in the war have on American civil liberties? a. The federal government instituted committees and Congress passed acts to ensure the safety and rights of German Americans and war dissenters. b. Women had more opportunities in war-related jobs, so their civil liberties increased, especially in voting rights. c. African Americans had more opportunities in war-related jobs, so their civil liberties increased, encouraging more integration. d. Propaganda campaigns led to programs and congressional acts that interred German Americans in work camps, denying their civil liberties. e. Propaganda campaigns led to programs and congressional acts that denied Americans' freedom of speech.

Answer: E Difficulty: 2 – Moderate Question ID: TB_24_42_Over Here_Understand_LO 24.5 Topic: Over Here Skill: Understand the Connections Objective: 24.5 What programs and changes did World War I bring at home?

43) Wilson directed U.S. involvement during the war by __________. a. using much of his considerable personal fortune for propaganda b. establishing agencies to focus factory, food, and mine production to the war effort c. instituting and then increasing personal and business income taxes d. increasing trade with Asia, Africa, and Europe e. establishing federal programs and congressional acts that rewarded participation in the war effort and penalized nonsupport Answer: B Difficulty: 2 – Moderate Question ID: TB_24_43_Over Here_Understand_LO 24.5 Topic: Over Here Skill: Understand the Connections Objective: 24.5 What programs and changes did World War I bring at home?

44) How were average Americans asked to participate in the war effort?

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Brands, American Stories 3e Test Bank a. The men were drafted as soldiers, and the women were drafted either as nurses or factory workers. b. They were asked to save scraps of metal, rubber, and cloth to be turned into machines and weapons for war. c. They were asked to conserve gasoline, meat, and wheat and encouraged to plant gardens to supplement their needs. d. They were asked to donate a tenth of their income to the war effort, earning the name the "war tithe." e. The men were drafted as soldiers, and women were encouraged to plant gardens in order to raise food for the soldiers.

Answer: C Difficulty: 2 – Moderate Question ID: TB_24_44_Over Here_Understand_LO 24.5 Topic: Over Here Skill: Understand the Connections Objective: 24.5 What programs and changes did World War I bring at home?

45) “Labor peace” was the term used to describe __________. a. workers agreeing not to strike so that they might work productively for the war effort b. the socialist union workers who were laboring or working for peace and against the war effort c. workers striking for improved working conditions and pay in a more peaceful manner than in the past d. the more peaceful factory environment that women and blacks created as belligerent white men went off to war e. an alliance of government, business, and labor that benefited government and business interests, leaving labor longing for a return to peace and more normal working conditions Answer: A Difficulty: 2 – Moderate Question ID: TB_24_45_Over Here_Understand_LO 24.5 Topic: Over Here Skill: Understand the Connections Objective: 24.5 What programs and changes did World War I bring at home?

46) Which of these from Wilson’s Fourteen Points was implemented? a. open diplomacy b. freedom of the seas c. removal of barriers to international trade d. military disarmament e. establishment of an independent Poland Answer: E Difficulty: 2 – Moderate Question ID: TB_24_46_The Treaty of Versailles_Understand_LO 24.6 Topic: The Treaty of Versailles Skill: Understand the Connections Objective: 24.6 What mistakes did Wilson make in negotiating the Treaty of Versailles?

47) How can American foreign policy be characterized in the years between 1901 and 1920? a. aggressive and nationalistic b. strongly influenced by isolationist tradition c. relatively inactive 393 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. not very reflective of the nation's new economic power e. geared toward cooperation and peace Answer: A Difficulty: 2 – Moderate Question ID: TB_24_47_A New World Power_Understand_LO 24.1 Topic: A New World Power / Foreign Policy Under Wilson / Over There / The Treaty of Versailles Skill: Understand the Connections Objective: 24.1 What were the main events that showed the United States was becoming a world power?, 24.2 What did Woodrow Wilson mean by “moral diplomacy”?, 24.4 How did the United States’ entry affect the course of World War I?, 24.6 What mistakes did Wilson make in negotiating the Treaty of Versailles?

48) What trend did Roosevelt hope to break by passing the Roosevelt Corollary? a. the election of socialist governments by Latin American countries, such as Cuba and Venezuela b. the assertion of their own power over Latin American politics by local governments in Colombia and Venezuela c. the assertion of independence and new trade restrictions by Asian countries, such as China d. the default on European loans by Latin American countries, such as Venezuela and the Dominican Republic e. an increase in military power and corresponding influence of Asian countries, such as Japan Answer: D Difficulty: 2 – Moderate Question ID: TB_24_48_A New World Power_Analyze_LO 24.1 Topic: A New World Power Skill: Analyze It Objective: 24.1 What were the main events that showed the United States was becoming a world power?

49) How was Wilson's practice of foreign affairs similar to his evolution over social reforms? a. From the beginning of his presidency, he tried to follow his predecessors' policies and managed to do so throughout most of his presidency. b. At the beginning of his presidency, he tried to change his predecessors' policies and ended up following most of them in the end. c. From the beginning of his presidency, he tried to follow his predecessors' policies but failed to do so throughout most of his presidency. d. At the beginning of his presidency, he tried to change his predecessors' policies and managed to do so throughout most of his presidency. e. Throughout his presidency, he went back and forth between supporting and then changing his predecessors' policies.

Answer: B Difficulty: 2 – Moderate Question ID: TB_24_49_Foreign Policy Under Wilson_Analyze_LO 24.2 Topic: Foreign Policy Under Wilson Skill: Analyze It Objective: 24.2 What did Woodrow Wilson mean by “moral diplomacy”?

50) Some congressmen opposed the formation of the League of Nations because it __________. a. was an elitist group of nations that left out many poorer nations in the world 394 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. was unconstitutional according to legal scholars c. was too expensive for the U.S. postwar economy d. violated many existing treaties with other countries e. was an international body that infringed upon American autonomy Answer: E Difficulty: 2 – Moderate Question ID: TB_24_50_The Treaty of Versailles_Analyze_LO 24.6 Topic: The Treaty of Versailles Skill: Analyze It Objective: 24.6 What mistakes did Wilson make in negotiating the Treaty of Versailles?

Essay Questions 51) What actions marked America's emergence as the major power in the Western Hemisphere by 1920?

How did Latin America respond to this?

Difficulty: 3 – Difficult Question ID: TB_24_51_A New World Power_Analyze_LO 24.1 Topic: A New World Power Skill: Analyze It Objective: 24.1 What were the main events that showed the United States was becoming a world power?

52) Evaluate the American military and naval contribution to the Allied war effort in World War I. Difficulty: 3 – Difficult Question ID: TB_24_52_Over There_Analyze_LO 24.4 Topic: Over There Skill: Analyze It Objective: 24.4 How did the United States’ entry affect the course of World War I? 53) How were civil liberties curtailed in the perceived interest of national security during World War I? What similar actions were taken during the administrations of John Adams and Abraham Lincoln? Have there been like actions in more recent times? Where do you think the line should be drawn?

Difficulty: 3 – Difficult Question ID: TB_24_53_Over Here_Analyze_LO 24.5 Topic: Over Here Skill: Analyze It Objective: 24.5 What programs and changes did World War I bring at home?

54) How was the American economy mobilized during World War I? Compare the effectiveness of voluntary cooperation with that of government coercion. How does this reflect the balance between order and security? To what extent did the economic mobilization reflect progressive assumptions?

Difficulty: 3 – Difficult Question ID: TB_24_54_Over Here_Analyze_LO 24.5 Topic: Over Here Skill: Analyze It Objective: 24.5 What programs and changes did World War I bring at home?

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Brands, American Stories 3e Test Bank 55) Summarize Wilson's plan for ensuring world peace after World War I. In reality, to what extent would his plan have worked had it been fully implemented?

Difficulty: 3 – Difficult Question ID: TB_24_55_The Treaty of Versailles_Analyze_LO 24.6 Topic: The Treaty of Versailles Skill: Analyze It Objective: 24.6 What mistakes did Wilson make in negotiating the Treaty of Versailles?

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Brands, American Stories 3e Test Bank Chapter 25: Transition to Modern America, 1919-1928 Multiple-Choice Questions 1) The American economy in the 1920s saw explosive growth in __________. a. the consumer goods industries b. cotton mills c. the energy industry d. agriculture e. the steel industry Answer: A Difficulty: 2 – Moderate Question ID: TB_25_01_Introduction—Wheels for the Millions_Remember Topic: Introduction—Wheels for the Millions Skill: Remember the Facts Objective: N/A 2) What was the key to the new affluence of the 1920s? a. new methods of business organization b. the discovery of new sources of raw materials c. better methods of financing business d. a more skilled workforce e. new technology Answer: E Difficulty: 2 – Moderate Question ID: TB_25_02_The Second Industrial Revolution_Remember_LO 25.1 Topic: The Second Industrial Revolution Skill: Remember the Facts Objective: 25.1 What was new about the American economy in the 1920s?

3) Crucial to the growth of the automobile industry in the 1920s was __________. a. new buyer financing techniques b. new and increased marketing c. the long life of the new automobile d. the new method of financing the industry e. greater disposable income Answer: B Difficulty: 2 – Moderate Question ID: TB_25_03_The Second Industrial Revolution_Remember_LO 25.1 Topic: The Second Industrial Revolution Skill: Remember the Facts Objective: 25.1 What was new about the American economy in the 1920s?

4) What characterized the American economy of the 1920s? a. a desire for foreign imports over domestic products b. a reduction in consumer spending c. advertising becoming a major industry 397 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. a revival in small shops over larger department stores e. a boom in agriculture Answer: C Difficulty: 2 – Moderate Question ID: TB_25_04_The Second Industrial Revolution_Remember_LO 25.1 Topic: The Second Industrial Revolution Skill: Remember the Facts Objective: 25.1 What was new about the American economy in the 1920s?

5) The revolution in consumer goods __________. a. disguised the decline of many traditional industries b. epitomized the growth of all areas of the economy c. was a short-term factor in the American economy d. aided all other kinds of industry e. helped fuel growth in the railroad industry Answer: A Difficulty: 2 – Moderate Question ID: TB_25_05_The Second Industrial Revolution_Remember_LO 25.1 Topic: The Second Industrial Revolution Skill: Remember the Facts Objective: 25.1 What was new about the American economy in the 1920s?

6) The weakest area of the American economy in the 1920s was __________. a. automobiles b. agriculture c. banking d. exports e. manufacturing Answer: B Difficulty: 2 – Moderate Question ID: TB_25_06_The Second Industrial Revolution_Remember_LO 25.1 Topic: The Second Industrial Revolution Skill: Remember the Facts Objective: 25.1 What was new about the American economy in the 1920s?

7) Women in the 1920s __________. a. had mostly low-paying jobs b. increasingly became doctors rather than nurses c. earned nearly one-half of all graduate degrees d. made considerable gains as college professors, reaching almost 25 percent of the faculty e. made a substantial permanent gain in the overall number of working women Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_25_07_City Life in the Roaring Twenties_Remember_LO 25.2 Topic: City Life in the Roaring Twenties Skill: Remember the Facts Objective: 25.2 How did life in the cities change after World War I? 8) What impact did the Nineteenth Amendment have on women? a. It thrust women into the political arena. b. It fundamentally redefined the sex roles in society. c. It encouraged droves of middle class women to leave the home and enter the workforce. d. It had less impact on women than women had hoped for. e. It further unified women on national causes.

Answer: D Difficulty: 2 – Moderate Question ID: TB_25_08_City Life in the Roaring Twenties_Remember_LO 25.2 Topic: City Life in the Roaring Twenties Skill: Remember the Facts Objective: 25.2 How did life in the cities change after World War I? 9) Sports flourished in the 1920s because __________. a. city dwellers attempted to escape the violence in the streets b. it was part of the youthful revolt of teenagers c. new sports were more interesting to women d. the wealthy sought ways to relieve boredom e. people had more leisure time Answer: E Difficulty: 2 – Moderate Question ID: TB_25_09_City Life in the Roaring Twenties_Remember_LO 25.2 Topic: City Life in the Roaring Twenties Skill: Remember the Facts Objective: 25.2 How did life in the cities change after World War I? 10) The __________ symbolized the flowering of African American culture in the 1920s. a. growth of the NAACP b. flapper era c. Harlem Renaissance d. expatriate community e. "Garveyites" Answer: C Difficulty: 1 – Easy Question ID: TB_25_10_City Life in the Roaring Twenties_Remember_LO 25.2 Topic: City Life in the Roaring Twenties Skill: Remember the Facts Objective: 25.2 How did life in the cities change after World War I? 11) During the Red Scare of 1919-1920, who led the attack on the alien threat? a. Mitchell Palmer 399 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. Clarence Darrow c. Warren G. Harding d. Alexander Berkman e. William Jennings Bryan Answer: A Difficulty: 2 – Moderate Question ID: TB_25_11_The Conservative Counterattack_Remember_LO 25.3 Topic: The Conservative Counterattack Skill: Remember the Facts Objective: 25.3 How did conservatives resist the changes of the decade?

12) Sacco and Vanzetti were convicted of murder primarily because they were __________. a. Russian immigrants b. anarchists c. atheists d. guilty e. black Answer: B Difficulty: 2 – Moderate Question ID: TB_25_12_The Conservative Counterattack_Remember_LO 25.3 Topic: The Conservative Counterattack Skill: Remember the Facts Objective: 25.3 How did conservatives resist the changes of the decade?

13) What did the Volstead Act do? a. implemented prohibition b. restricted immigration c. created special supervision over stockyards, packinghouses, and grain trading d. reduced income taxes for the wealthy e. established a higher protective tariff Answer: A Difficulty: 1 – Easy Question ID: TB_25_13_The Conservative Counterattack_Remember_LO 25.3 Topic: The Conservative Counterattack Skill: Remember the Facts Objective: 25.3 How did conservatives resist the changes of the decade?

14) The Ku Klux Klan of the 1920s __________. a. appealed to old-stock Americans nervous about social and cultural change b. focused solely on blacks in both the North and the South c. was not politically active or powerful d. would not admit women e. was active mainly in the Old South Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_25_14_The Conservative Counterattack_Remember_LO 25.3 Topic: The Conservative Counterattack Skill: Remember the Facts Objective: 25.3 How did conservatives resist the changes of the decade?

15) The Ku Klux Klan collapsed after __________. a. several major leaders were convicted of sexual and financial crimes b. it was unmasked as a secret communist conspiracy c. new federal laws made membership a crime in 1927 d. evangelist Billy Sunday denounced it in a widely reprinted sermon e. southerners abandoned it as being unlike the Reconstruction-era Klan Answer: A Difficulty: 2 – Moderate Question ID: TB_25_15_The Conservative Counterattack_Remember_LO 25.3 Topic: The Conservative Counterattack Skill: Remember the Facts Objective: 25.3 How did conservatives resist the changes of the decade?

16) Which of the following is true of the immigration legislation of the 1920s? a. The legislation had no lasting effect. b. It was opposed by the large corporations. c. It encouraged immigration from underdeveloped countries. d. The legislation was the most enduring achievement of the rural counterattack. e. It was quickly repealed in the 1930s.

Answer: D Difficulty: 2 – Moderate Question ID: TB_25_16_The Conservative Counterattack_Remember_LO 25.3 Topic: The Conservative Counterattack Skill: Remember the Facts Objective: 25.3 How did conservatives resist the changes of the decade?

17) Which group was exempted from the provisions of the National Origins Act of 1921? a. Italians b. Russians c. Germans d. Mexicans e. Irish Answer: D Difficulty: 2 – Moderate Question ID: TB_25_17_The Conservative Counterattack_Remember_LO 25.3 Topic: The Conservative Counterattack Skill: Remember the Facts Objective: 25.3 How did conservatives resist the changes of the decade?

18) John Scopes was tried for __________. a. sending package bombs through the mail during the Red Scare 401 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. evading the draft during World War I c. shouting "fire" in a crowded theater d. teaching the theory of evolution in a Tennessee high school e. abducting and murdering the infant son of Charles Lindbergh Answer: D Difficulty: 1 – Easy Question ID: TB_25_18_The Conservative Counterattack_Remember_LO 25.3 Topic: The Conservative Counterattack Skill: Remember the Facts Objective: 25.3 How did conservatives resist the changes of the decade?

19) Harding and his successors __________. a. sought to continue the policies of Wilson b. wanted a return to traditional Republican policies c. advanced in new directions d. sought to maintain the status quo e. wanted to redefine "Republicanism" Answer: B Difficulty: 2 – Moderate Question ID: TB_25_19_Republican Politics_Remember_LO 25.4 Topic: Republican Politics Skill: Remember the Facts Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

20) Secretary of the Treasury Andrew Mellon pushed for __________. a. lower tax rates for everyone b. lower personal taxes for the rich c. higher corporation taxes d. higher taxes for the rich e. the abolition of the income tax Answer: B Difficulty: 2 – Moderate Question ID: TB_25_20_Republican Politics_Remember_LO 25.4 Topic: Republican Politics Skill: Remember the Facts Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

21) As secretary of commerce, Herbert Hoover __________. a. sought to limit government-business relations b. established a mediocre reputation c. differed with the policies of Harding and Coolidge d. pushed for closer relations between government and business e. was totally unable to accomplish his goals Answer: D 402 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_25_21_Republican Politics_Remember_LO 25.4 Topic: Republican Politics Skill: Remember the Facts Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

22) What was the root of the farmers' problems in the 1920s? a. crop disease b. foreign competition c. high labor costs d. overproduction e. high tariff rates Answer: D Difficulty: 2 – Moderate Question ID: TB_25_22_Republican Politics_Remember_LO 25.4 Topic: Republican Politics Skill: Remember the Facts Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

23) The Democratic candidate in the election of 1928 was __________. a. Robert M. La Follette b. James Cox c. John W. Davis d. Al Smith e. William McAdoo Answer: D Difficulty: 1 – Easy Question ID: TB_25_23_Republican Politics_Remember_LO 25.4 Topic: Republican Politics Skill: Remember the Facts Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

24) Which of the following was an indicator of the future strength of the Democratic party? a. its success in the presidential race of 1924 b. the shift of urban voters to the party c. an increase in the number of rural Democrats d. the unpopularity of Republican presidents e. a large number of women voters Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_25_24_Republican Politics_Remember_LO 25.4 Topic: Republican Politics Skill: Remember the Facts Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

25) Beneath the surface, the two candidates in the election of 1928 __________. a. were strikingly similar b. were radically different c. were somewhat alike d. had little in common e. despised each other Answer: A Difficulty: 2 – Moderate Question ID: TB_25_25_Republican Politics_Remember_LO 25.4 Topic: Republican Politics Skill: Remember the Facts Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

26) What was the significance of Ford's Highland Park plant in the transition to modern America? a. It was the first factory to open in the United States. b. It marked the beginning of mass production in the United States. c. This plant produced crucial military equipment for the First World War. d. It was the place where organized labor first emerged. e. Women were employed here for the first time.

Answer: B Difficulty: 2 – Moderate Question ID: TB_25_26_Introduction—Wheels for the Millions_Understand Topic: Introduction—Wheels for the Millions Skill: Understand the Connections Objective: N/A 27) How did the advent of mass production change the lives of Americans in the early twentieth century? a. As a result, Americans attained the highest standard of living in the world. b. It resulted in an increase in racial harmony among U.S. workers. c. Due to the mechanization of production, unemployment rates plummeted. d. The farmers of rural America benefited due to increased demand for produce. e. Due to the availability of cheap goods, poverty went into decline.

Answer: A Difficulty: 2 – Moderate Question ID: TB_25_27_The Second Industrial Revolution_Understand_LO 25.1 Topic: The Second Industrial Revolution Skill: Understand the Connections Objective: 25.1 What was new about the American economy in the 1920s?

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Brands, American Stories 3e Test Bank 28) What was one of the weaknesses of the consumer goods economy? a. Mass production resulted in the depletion of crucial natural resources. b. Labor disputes disrupted the production process and damaged economic growth. c. The quality of the goods that were produced was substandard. d. It led to the spread of national supermarket and department store chains. e. The production of so-called durable goods eventually decreased demand.

Answer: E Difficulty: 2 – Moderate Question ID: TB_25_28_The Second Industrial Revolution_Understand_LO 25.1 Topic: The Second Industrial Revolution Skill: Understand the Connections Objective: 25.1 What was new about the American economy in the 1920s?

29) What was the effect of uniformity and standardization on the lives of average Americans? a. an increase in the average salary of the American worker b. women being able to afford to enter the workforce c. homogenization of consumer goods and a decline in regional variety d. economic stability that persisted throughout the rest of the decade e. countless new brands emerging as different regions produced their own goods Answer: C Difficulty: 2 – Moderate Question ID: TB_25_29_The Second Industrial Revolution_Understand_LO 25.1 Topic: The Second Industrial Revolution Skill: Understand the Connections Objective: 25.1 What was new about the American economy in the 1920s?

30) What was one downside to this period of rapid economic growth? a. Many traditional industries, such as agriculture, went into a period of decline. b. Industry was frequently interrupted by crippling labor strikes. c. The overall standard of living of Americans declined at this time. d. Unemployment rates skyrocketed due to the advent of mass production. e. It wsa difficult to differentiate between urban culture and rural American values.

Answer: A Difficulty: 2 – Moderate Question ID: TB_25_30_The Second Industrial Revolution_Understand_LO 25.1 Topic: The Second Industrial Revolution Skill: Understand the Connections Objective: 25.1 What was new about the American economy in the 1920s?

31) Where and why did the major demographic shift of the 1920s take place? a. There was a mass movement of people from the cities to the suburbs due to the advent of the automobile. b. There was a mass movement of people from the rural countryside to cities because consumer industries were located there. c. The development of mechanization in agricultural production drew populations from urban to more rural areas. d. People moved from the cities to rural areas to escape overcrowding and poor air quality.

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Brands, American Stories 3e Test Bank e. Generally speaking, there was relative demographic stability during this period.

Answer: B Difficulty: 2 – Moderate Question ID: TB_25_31_City Life in the Roaring Twenties_Understand_LO 25.2 Topic: City Life in the Roaring Twenties Skill: Understand the Connections Objective: 25.2 How did life in the cities change after World War I? 32) How did the emergence of urban culture affect the lives of women? a. Women had larger families as more children entered the workforce to supplement their family’s income. b. Traditional sex roles changed, so fewer women stayed home to raise the family. c. Salaries of female workers began to climb during this period. d. Being less restricted, some women felt more comfortable expressing themselves. e. More women than men were able to attain graduate degrees.

Answer: D Difficulty: 2 – Moderate Question ID: TB_25_32_City Life in the Roaring Twenties_Understand_LO 25.2 Topic: City Life in the Roaring Twenties Skill: Understand the Connections Objective: 25.2 How did life in the cities change after World War I? 33) In what way can Jazz Age activities be seen as an effect of the economic growth of this period? a. The consumer goods boom resulted in a multiplication of sporting events and other forms of entertainment. b. Lower tariffs provided easier access to European goods, influencing fashion and other cultural trends. c. Increased standards of living provided the middle class with leisure time and disposable income to spend on an increasing variety of diversions. d. Exuberant dances like the Charleston expressed the new financial prosperity enjoyed by many Americans at this time. e. As the overall standard of living increased, rural Americans felt less restrained by conservative morals and more free to explore new forms of entertainment.

Answer: C Difficulty: 2 – Moderate Question ID: TB_25_33_City Life in the Roaring Twenties_Understand_LO 25.2 Topic: City Life in the Roaring Twenties Skill: Understand the Connections Objective: 25.2 How did life in the cities change after World War I? 34) How did attitudes toward sex and marriage change at this time? a. Victorian attitudes towards sex and marriage reemerged to dominate American society throughout the 1920s. b. There was little change in attitudes toward sex and marriage at this time in American history. c. Extramarital affairs became less prevalent, as conservative values dominated urban American society. d. The increase in drinking and the countercultural style of urbanites resulted in a return to more conservative attitudes toward sex and marriage.

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Brands, American Stories 3e Test Bank e. There was an increased permissiveness in attitudes toward sex, and more tolerance toward and a higher incidence of divorce.

Answer: E Difficulty: 2 – Moderate Question ID: TB_25_34_City Life in the Roaring Twenties_Understand_LO 25.2 Topic: City Life in the Roaring Twenties Skill: Understand the Connections Objective: 25.2 How did life in the cities change after World War I? 35) How did conservatives react to the cultural transformations taking place in American cities during the 1920s? a. They had a general concern that cultural change would lead to economic instability and loss of international influence. b. In their minds, the transformation was eroding traditional values and was seen as threatening. c. They saw change as a good thing and cultural transformation as a natural process. d. They were pleased that the changes taking place in American cities in the 1920s resulted in an increase in church attendance. e. They believed that sporting events, cultural activities such as concerts, and the rise of speakeasies all represented opportunities for economic growth.

Answer: B Difficulty: 2 – Moderate Question ID: TB_25_35_The Conservative Counterattack_Understand_LO 25.3 Topic: The Conservative Counterattack Skill: Understand the Connections Objective: 25.3 How did conservatives resist the changes of the decade?

36) How did the "Red Scare" shape American society in the 1920s? a. The authorities ensured the civil liberties of all citizens, despite fears of radical elements within American society. b. There was an increased sense of fear as radicals committed violent acts such as the bombing of Attorney General Palmer's home in 1919. c. The Red Scare contributed to a rise in membership of the Communist party in the United States. d. The Red Scare led to heightened antagonism toward Asians and their widespread deportation. e. In cases such as the Sacco and Vanzetti trial, America’s founding ideals were upheld and justice prevailed over prejudice.

Answer: B Difficulty: 2 – Moderate Question ID: TB_25_36_The Conservative Counterattack_Understand_LO 25.3 Topic: The Conservative Counterattack Skill: Understand the Connections Objective: 25.3 How did conservatives resist the changes of the decade?

37) What did the "Red Scare" reveal about the darker side of American society? a. There was a deep undercurrent of intolerance and bigotry in American society. b. Americans were more interested in economic growth than in personal liberties. c. Racism emerged as a new phenomenon in the America of the 1920s.

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Brands, American Stories 3e Test Bank d. Americans were willing to tolerate immigrants and racial minorities as long as they stayed out of political life. e. There was a general indifference toward issues of race, ethnicity, and national identity in the United States at that time.

Answer: A Difficulty: 2 – Moderate Question ID: TB_25_37_The Conservative Counterattack_Understand_LO 25.3 Topic: The Conservative Counterattack Skill: Understand the Connections Objective: 25.3 How did conservatives resist the changes of the decade?

38) Which group in American society benefited most from prohibition? a. The upper middle class benefited most because they were exempt from prohibition. b. Those who benefited most were the ones who controlled the illegal production and sale of alcoholic beverages. c. As the champions of this "noble experiment," conservatives were the ones who benefited most. d. Churches and psychologists benefited due to the increased role they played in counseling alcoholics. e. The judicial system benefited as its role in enforcement gave it more power in state and local government.

Answer: B Difficulty: 2 – Moderate Question ID: TB_25_38_The Conservative Counterattack_Understand_LO 25.3 Topic: The Conservative Counterattack Skill: Understand the Connections Objective: 25.3 How did conservatives resist the changes of the decade?

39) Why did the KKK experience rapid growth during the decade of the 1920s? a. Since the KKK were the chief producers and purveyors of illegal liquor during prohibition, many Americans entered their ranks. b. The perception of eroding traditional values and the influx of foreigners led many to adopt extremist views such as those espoused by the KKK. c. As with the rise of jazz, sports, and other leisure activities at this time, the growth of the KKK was an indicator of a rise in the standard of living. d. The KKK was primarily concerned with preserving the ethnic diversity of American society, which attracted many to its ranks. e. The presence of a Junior Order for young boys gave the Klan a broader appeal.

Answer: B Difficulty: 2 – Moderate Question ID: TB_25_39_The Conservative Counterattack_Understand_LO 25.3 Topic: The Conservative Counterattack Skill: Understand the Connections Objective: 25.3 How did conservatives resist the changes of the decade?

40) Why did so-called nativists resist the influx of immigrants from Europe at this time? a. There was a strong sense of resentment of Europeans due to American involvement in the First World War. 408 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. In general, nativist Americans tended to favor immigration from "native" Latin American countries rather than from Europe. c. European immigrants were taking a large percentage of high-paying jobs, which angered citizens of the United States. d. There was widespread concern that the influx of foreigners would deprive Americans of lower-paying but more abundant jobs. e. Scientists had proven than European peoples were genetically inferior and therefore ought to be prevented from intermingling with American people.

Answer: D Difficulty: 2 – Moderate Question ID: TB_25_40_The Conservative Counterattack_Understand_LO 25.3 Topic: The Conservative Counterattack Skill: Understand the Connections Objective: 25.3 How did conservatives resist the changes of the decade?

41) What did the Scopes trial reveal about religious tensions during the 1920s? a. It revealed a sharp divide over modern ideas between Christian fundamentalists of rural America and more liberal-minded Christians of urban areas. b. It demonstrated that Protestant Americans were deeply suspicious of the Roman Catholic Church. c. The Scopes trial was a pivotal moment in the heated debate over abortion and the role that government should or should not play in its use. d. It highlighted the divide between more aggressive fundamentalist sects and forms of Christianity that emphasized good works and personal service. e. The Scopes trial was the beginning of religion's central role in American politics, alienating many who believed strongly in the separation of church and state.

Answer: A Difficulty: 2 – Moderate Question ID: TB_25_41_The Conservative Counterattack_Understand_LO 25.3 Topic: The Conservative Counterattack Skill: Understand the Connections Objective: 25.3 How did conservatives resist the changes of the decade?

42) What did Harding, Coolidge, and Hoover have in common? a. All three were presidents from the Democratic party. b. All three presidents were raised in one of America's large cities. c. All three were conservatives who epitomized traditional American values. d. All three were involved in scandals while in office. e. All three strongly supported small business owners and labor unions.

Answer: C Difficulty: 2 – Moderate Question ID: TB_25_42_Republican Politics_Understand_LO 25.4 Topic: Republican Politics Skill: Understand the Connections Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

43) What was the intent of the Republican party's push for "normalcy" during the 1920s?

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Brands, American Stories 3e Test Bank a. The return to normalcy indicated a Republican reservation about innovation and a preference for federal approaches to creating wealth and prosperity. b. It suggested a strategy that resulted in the raising of income taxes on all classes of Americans. c. This phrase indicated that Republicans would seek to reverse the cultural transformation and modernization sweeping American society. d. As part of the planned return to normalcy, Republicans sought to shrink government intervention in all aspects of the American economy. e. Reacting to fast-paced reforms of progressive presidents such as Woodrow Wilson and Teddy Roosevelt, Republicans in the 1920s sought stability and security.

Answer: E Difficulty: 2 – Moderate Question ID: TB_25_43_Republican Politics_Understand_LO 25.4 Topic: Republican Politics Skill: Understand the Connections Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

44) How did Republican policies affect the wealthiest Americans? a. Overall, the wealthiest Americans paid a higher percentage of their income in taxes. b. Both poor and wealthy Americans benefited from Republican policies in the 1920s. c. Throughout the 1920s, wealthy Americans saw their income taxes reduced significantly. d. Due to Republican policies, the wealthiest Americans would end up being the hardest hit during the Great Depression. e. Unemployment among the wealthiest Americans went into sharp decline during the 1920s.

Answer: C Difficulty: 2 – Moderate Question ID: TB_25_44_Republican Politics_Understand_LO 25.4 Topic: Republican Politics Skill: Understand the Connections Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

45) Why did Hoover have greater appeal than Smith in the election of 1928? a. As a Catholic and big-city politician, Hoover appealed to the immigrant population that was larger than the "nativist" population. b. As a Protestant and someone who stood for traditional American values, Hoover appealed to a larger majority of Americans. c. Hoover was a self-made man who embodied the American belief in freedom of opportunity and upward mobility. d. Hoover had fought in the First World War, but Smith had not. e. Prior to the presidential race of 1928, Smith had never been involved in politics.

Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_25_45_Republican Politics_Understand_LO 25.4 Topic: Republican Politics Skill: Understand the Connections Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

46) What was the pivotal role of religion in the 1928 election? a. Most Americans voted for Hoover as the Protestant candidate. b. Most Americans were Catholic immigrants and identified with Smith. c. The Ku Klux Klan supported Hoover because he was Protestant. d. The Roman Catholic Church ordered its faithful to vote for Al Smith. e. Religiously active Protestants refused to participate in this election.

Answer: A Difficulty: 2 – Moderate Question ID: TB_25_46_Republican Politics_Understand_LO 25.4 Topic: Republican Politics Skill: Understand the Connections Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

47) Which issue from the 1920s continues to affect politics and education today? a. evolution versus creationism b. segregation versus integration c. immigration rights versus nativist exclusions d. prohibition versus legal alcohol consumption e. local versus national government powers Answer: A Difficulty: 2 – Moderate Question ID: TB_25_47_Republican Politics_Understand_LO 25.4 Topic: Republican Politics Skill: Understand the Connections Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

48) What was the impact of the First World War on the United States during the 1920s? a. The United States emerged as the most powerful country in the world and spent the 1920s solidifying its preeminence through political and economic policies. b. The United States was greatly devastated financially and emotionally and spent the 1920s rebuilding financial and emotional confidence. c. The United States emerged from the war as one of the dominant nations of the world and spent the 1920s economically and politically solidifying that dominance. d. The United States was frightened by worldwide conflict and spent the 1920s doing everything it could to avoid foreign contacts. e. The United States continued well into the 1920s to be divided by ethnicity, with German and Russian Americans on one side, and English and French Americans on the other.

Answer: C 411 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_25_48_The Second Industrial Revolution_Analyze_LO 25.1 Topic: The Second Industrial Revolution / City Life in the Roaring Twenties Skill: Analyze It Objective: 25.1 What was new about the American economy in the 1920s?, 25.2 How did life in the cities change after World War I? 49) How were families affected by changes sweeping American society in the 1920s? a. Generally, childhood and adolescence became shorter periods because families needed to send children to work at a younger age. b. Casual sex and the consumption of alcohol declined among youth during the 1920s. c. The "youth movement" of the 1920s championed traditional family values, such as respect for one's parents. d. Church attendance increased in urban areas due to the availability of a wider variety of options. e. The average American family decreased in size due to the availability of more effective birth control methods.

Answer: E Difficulty: 2 – Moderate Question ID: TB_25_49_City Life in the Roaring Twenties_Analyze_LO 25.2 Topic: City Life in the Roaring Twenties Skill: Analyze It Objective: 25.2 How did life in the cities change after World War I? 50) Why were Republicans able to dominate politics in the 1920s, controlling both Congress and the presidency? a. Republicans appealed to the traditional values of immigrant groups and factory workers. b. Americans were looking for a return to traditional policies following the changes of the Progressive Era. c. Republican government pushed for increased taxation to provide more services to the urban poor. d. The government role in the economy decreased in the 1920s. e. Lower tariffs provided better access to inexpensive, European consumer goods, fueling the Jazz Age culture.

Answer: B Difficulty: 2 – Moderate Question ID: TB_25_50_Republican Politics_Analyze_LO 25.4 Topic: Republican Politics Skill: Analyze It Objective: 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

Essay Questions 51) How did mass production, mass marketing, and popular culture begin to homogenize regional and local subcultures during the 1920s?

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_25_51_The Second Industrial Revolution_Analyze_LO 25.1 Topic: The Second Industrial Revolution / City Life in the Roaring Twenties Skill: Analyze It Objective: 25.1 What was new about the American economy in the 1920s?, 25.2 How did life in the cities change after World War I? 52) What factors account for the "conservative counterattack" of the 1920s? What forms did it take? What was its most significant success?

Difficulty: 3 – Difficult Question ID: TB_25_52_The Conservative Counterattack_Analyze_LO 25.3 Topic: The Conservative Counterattack Skill: Analyze It Objective: 25.3 How did conservatives resist the changes of the decade?

53) What political scandals occurred during the 1920s? Why were Americans so tolerant of these scandals?

Difficulty: 3 – Difficult Question ID: TB_25_53_The Conservative Counterattack_Analyze_LO 25.3 Topic: The Conservative Counterattack / Republican Politics Skill: Analyze It Objective: 25.3 How did conservatives resist the changes of the decade?, 25.4 How did the politics of the 1920s reflect changes in the economy and in American society?

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Brands, American Stories 3e Test Bank Chapter 26: Franklin D. Roosevelt and the New Deal, 1929-1939 Multiple-Choice Questions 1) What was the most striking characteristic of the stock market in 1929? a. investors' obsession with speculation b. the downward trend of major stocks early in the year c. the government's desire to carefully regulate the market d. the fact that the majority of wage-earning Americans were so heavily involved in it e. its steady advancement through the decade, culminating in record levels in 1929 Answer: A Difficulty: 2 – Moderate Question ID: TB_26_01_The Great Depression_Remember_LO 26.1 Topic: The Great Depression Skill: Remember the Facts Objective: 26.1 What were the causes and effects of the Great Depression?

2) By 1932, what percentage of American workers were unemployed? a. 10 b. 12 c. 25 d. 33 e. 50 Answer: C Difficulty: 1 – Easy Question ID: TB_26_02_The Great Depression_Remember_LO 26.1 Topic: The Great Depression Skill: Remember the Facts Objective: 26.1 What were the causes and effects of the Great Depression?

3) The social and economic effects of the Depression __________. a. affected only the wealthier classes b. hit the middle class especially hard c. lasted only a few months past 1929 d. were harsh only in the case of the lower classes e. came to light only gradually Answer: B Difficulty: 2 – Moderate Question ID: TB_26_03_The Great Depression_Remember_LO 26.1 Topic: The Great Depression Skill: Remember the Facts Objective: 26.1 What were the causes and effects of the Great Depression?

4) Hoover believed that unemployment relief __________. a. was justified by previous government policies b. would bring about dangerous inflation c. could promote domestic unrest 414 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. should come from private charities e. would be a sign of weakness Answer: D Difficulty: 2 – Moderate Question ID: TB_26_04_Fighting the Depression_Remember_LO 26.2 Topic: Fighting the Depression Skill: Remember the Facts Objective: 26.2 How did Franklin Roosevelt fight the depression?

5) Which terms best describe Hoover's response to the Depression? a. restrained and cautious b. innovative and adaptive c. humanitarian and pragmatic d. socialistically radical e. bumbling and uncertain Answer: A Difficulty: 2 – Moderate Question ID: TB_26_05_Fighting the Depression_Remember_LO 26.2 Topic: Fighting the Depression Skill: Remember the Facts Objective: 26.2 How did Franklin Roosevelt fight the depression?

6) Roosevelt's Hundred Days banking legislation was designed to __________. a. support strong banks and eliminate the weaker ones b. decrease government regulation of U.S. banks c. allow the government to take over the banking system d. give bankers a place in his government e. merge smaller banks with larger ones Answer: A Difficulty: 2 – Moderate Question ID: TB_26_06_Fighting the Depression_Remember_LO 26.2 Topic: Fighting the Depression Skill: Remember the Facts Objective: 26.2 How did Franklin Roosevelt fight the depression?

7) The Tennessee Valley Authority (TVA) was designed to __________. a. bring modernization and jobs to desolate areas of the rural upper South b. help support continued control of electrical power by private companies c. alienate troublesome conservationists in the president’s administration d. test the authority of the Supreme Court e. win votes in a largely Republican area of the country Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_26_07_Fighting the Depression_Remember_LO 26.2 Topic: Fighting the Depression Skill: Remember the Facts Objective: 26.2 How did Franklin Roosevelt fight the depression?

8) Which organization hired young men to clear land, plant trees, build bridges, and fish ponds? a. Tennessee Valley Authority b. National Recovery Administration c. Public Works Administration d. Works Progress Administration e. Civilian Conservation Corps Answer: E Difficulty: 2 – Moderate Question ID: TB_26_08_Fighting the Depression_Remember_LO 26.2 Topic: Fighting the Depression Skill: Remember the Facts Objective: 26.2 How did Franklin Roosevelt fight the depression?

9) During the Hundred Days, Roosevelt __________. a. proposed government ownership of major industries b. closed all the banks c. developed a welfare system to aid the aged, disabled, and unemployed d. attempted to pack the Supreme Court with judges sympathetic to his program e. canceled a session of Congress to give himself more time to gain support for his plans Answer: B Difficulty: 2 – Moderate Question ID: TB_26_09_Fighting the Depression_Remember_LO 26.2 Topic: Fighting the Depression Skill: Remember the Facts Objective: 26.2 How did Franklin Roosevelt fight the depression?

10) The National Recovery Administration sought to promote economic recovery by __________. a. reducing corporate taxes b. restoring competition c. experimenting with national economic planning d. implementing classical economic theory e. eliminating all taxes Answer: C Difficulty: 2 – Moderate Question ID: TB_26_10_Fighting the Depression_Remember_LO 26.2 Topic: Fighting the Depression Skill: Remember the Facts Objective: 26.2 How did Franklin Roosevelt fight the depression?

11) The National Recovery Administration experienced problems, including __________. a. the trade codes were too simple to achieve needed change 416 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. the trade codes favored small businesses over larger competitors c. high wages led to management discontent d. companies could easily avoid the collective bargaining requirement e. the appeal for patriotic public support fell on deaf ears Answer: D Difficulty: 2 – Moderate Question ID: TB_26_11_Fighting the Depression_Remember_LO 26.2 Topic: Fighting the Depression Skill: Remember the Facts Objective: 26.2 How did Franklin Roosevelt fight the depression?

12) Which New Deal program did the Supreme Court declare unconstitutional? a. Commodity Credit Corporation b. Civilian Conservation Corps c. National Recovery Administration d. Tennessee Valley Authority e. Civil Works Administration Answer: C Difficulty: 2 – Moderate Question ID: TB_26_12_Fighting the Depression_Remember_LO 26.2 Topic: Fighting the Depression Skill: Remember the Facts Objective: 26.2 How did Franklin Roosevelt fight the depression?

13) Franklin D. Roosevelt and his advisers believed that a __________ of production would restore purchasing power to farmers. a. reduction b. increase c. redistribution d. expropriation e. monitoring Answer: A Difficulty: 2 – Moderate Question ID: TB_26_13_Fighting the Depression_Remember_LO 26.2 Topic: Fighting the Depression Skill: Remember the Facts Objective: 26.2 How did Franklin Roosevelt fight the depression?

14) By 1935, Roosevelt's severest critics were __________. a. members of the Supreme Court b. accusing him of being a socialist c. demanding more radical reforms d. accusing him of ignoring the rise of military dictatorships in Europe e. scolding him for not providing more aid to impoverished blacks Answer: C 417 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_26_14_Reforming American Life_Remember_LO 26.3 Topic: Reforming American Life Skill: Remember the Facts Objective: 26.3 How did the New Deal reform American life?

15) Francis Townsend advocated that the federal government pay $200 each month to __________. a. all Americans over the age of 60 b. dispossessed farmers c. veterans of World War I d. widows with two or more children e. unemployed urban workers Answer: A Difficulty: 2 – Moderate Question ID: TB_26_15_Reforming American Life_Remember_LO 26.3 Topic: Reforming American Life Skill: Remember the Facts Objective: 26.3 How did the New Deal reform American life?

16) What was one criticism of the Social Security Act? a. Pension payments were too high and would break the federal budget. b. It included farmers and domestic servants who did not pay into the system. c. It undermined the independence and initiative of the poor. d. Social Security offered nothing to those already out of work. e. It would transfer much of the national wealth to a minority of the population.

Answer: D Difficulty: 2 – Moderate Question ID: TB_26_16_Reforming American Life_Remember_LO 26.3 Topic: Reforming American Life Skill: Remember the Facts Objective: 26.3 How did the New Deal reform American life?

17) The National Labor Relations (Wagner) Act __________. a. guaranteed that all workers would be paid a nationally established minimum wage b. granted workers the right to organize and collectively bargain c. gave management the right to forbid the "closed shop” d. gave the president power to end strikes that threatened the nation's welfare e. did not help workers who were not already unionized Answer: B Difficulty: 2 – Moderate Question ID: TB_26_17_The Impact of the New Deal_Remember_LO 26.4 Topic: The Impact of the New Deal Skill: Remember the Facts Objective: 26.4 What was the lasting impact of the New Deal?

18) The industrial union movement of the 1930s __________. a. sought to organize skilled workers in particular trades 418 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. had long been championed by the American Federation of Labor c. was led by William Green d. was led by John L. Lewis and the UMW e. had been thriving for years before the Great Depression Answer: D Difficulty: 2 – Moderate Question ID: TB_26_18_The Impact of the New Deal_Remember_LO 26.4 Topic: The Impact of the New Deal Skill: Remember the Facts Objective: 26.4 What was the lasting impact of the New Deal?

19) The sit-down strike __________. a. was first used against General Motors in 1936 b. was used only by the United Auto Workers c. proved ineffective against corporations d. was first used against Ford Motor Company e. was a time-tested technique from strikes in the 1920s Answer: A Difficulty: 2 – Moderate Question ID: TB_26_19_The Impact of the New Deal_Remember_LO 26.4 Topic: The Impact of the New Deal Skill: Remember the Facts Objective: 26.4 What was the lasting impact of the New Deal?

20) Which individual was most responsible for promoting African American rights during the New Deal? a. Franklin D. Roosevelt b. John Collier c. Harry Hopkins d. Harold Ickes e. Mary McLeod-Bethune Answer: C Difficulty: 2 – Moderate Question ID: TB_26_20_The Impact of the New Deal_Remember_LO 26.4 Topic: The Impact of the New Deal Skill: Remember the Facts Objective: 26.4 What was the lasting impact of the New Deal?

21) After 1937, the WPA denied employment to aliens, a decision that greatly affected __________. a. blacks b. Mexican Americans c. Asian Americans d. Indians e. sharecroppers Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_26_21_The Impact of the New Deal_Remember_LO 26.4 Topic: The Impact of the New Deal Skill: Remember the Facts Objective: 26.4 What was the lasting impact of the New Deal?

22) The Indian Reorganization Act __________. a. supported sending youth to educational programs in nearby towns b. granted political dependency to Indian tribes c. encouraged a movement toward farming on tribal lands d. stressed tribal unity and autonomy e. reestablished the Indian Reservations, 47 years after the Dawes Act abolished them Answer: D Difficulty: 2 – Moderate Question ID: TB_26_22_The Impact of the New Deal_Remember_LO 26.4 Topic: The Impact of the New Deal Skill: Remember the Facts Objective: 26.4 What was the lasting impact of the New Deal?

23) Despite the New Deal, __________ were the country's most impoverished citizens. a. African Americans b. Asian Americans c. Native Americans d. Mexican Americans e. "Okies" and "Arkies" Answer: C Difficulty: 2 – Moderate Question ID: TB_26_23_The Impact of the New Deal_Remember_LO 26.4 Topic: The Impact of the New Deal Skill: Remember the Facts Objective: 26.4 What was the lasting impact of the New Deal?

24) Roosevelt's "court packing" proposal was __________. a. illegal b. an outrage to conservatives, but agreeable to liberals c. effectively blocked by judicial rulings d. a great strain on Roosevelt's relations with Congress e. successful at limiting the power of the Supreme Court Answer: D Difficulty: 2 – Moderate Question ID: TB_26_24_The New Deal's End_Remember_LO 26.5 Topic: The New Deal's End Skill: Remember the Facts Objective: 26.5 How and why did the New Deal end?

25) In his second term, Roosevelt’s success was meager except for __________. a. the passage of a national health insurance program 420 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. the passage of minimum wage and maximum hour legislation c. the passage of anti-lynching legislation d. a Democratic resurgence in the 1938 elections e. the emergence of a liberal congressional coalition that aided Roosevelt’s reelection campaign in 1942 Answer: B Difficulty: 2 – Moderate Question ID: TB_26_25_The New Deal's End_Remember_LO 26.5 Topic: The New Deal's End Skill: Remember the Facts Objective: 26.5 How and why did the New Deal end?

26) Why did farmers during the Great Depression resort to such extreme measures as dumping fresh milk into the streets? a. Like many other Americans during the Great Depression, farmers fell victim to despair and lost hope in the future. b. The shipping industry had been so devastated by the Great Depression that farmers had no way to get their produce to market. c. Farmers hoped to create demand and drive up prices for their products. d. Due to widespread poverty among the American population, few families could afford to buy milk. e. The government had instituted milk rationing, which resulted in the overproduction of milk by dairy farmers.

Answer: C Difficulty: 2 – Moderate Question ID: TB_26_26_Introduction—The Struggle Against Despair_Understand Topic: Introduction—The Struggle Against Despair Skill: Understand the Connections Objective: N/A 27) How did Americans respond to the bull market climate on the eve of the great crash in 1929? a. A general sense of caution about the ability of the market to continue to yield such fantastic dividends caused the market to falter. b. Average Americans tended not to invest in the market themselves, instead relying on professional stockbrokers to invest their savings. c. Many Americans looked to the government for guidance on how to invest in such a rapidly growing market. d. Wild optimism about the continued growth of the stock market led Americans to engage in speculative investing practices. e. Wary about the danger of "get rich quick" schemes, many Americans carefully guarded their life savings.

Answer: D Difficulty: 2 – Moderate Question ID: TB_26_27_The Great Depression_Understand_LO 26.1 Topic: The Great Depression Skill: Understand the Connections Objective: 26.1 What were the causes and effects of the Great Depression?

28) How did the consumer goods revolution contribute to the great crash of 1929?

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Brands, American Stories 3e Test Bank a. Because of the availability of durable goods that did not need to be regularly replaced, production outpaced demand, which led to wide-scale layoffs. b. Mass produced consumer goods were of such poor quality that people eventually stopped purchasing them and industry began to falter. c. The consumer goods revolution contributed to a lack of confidence in the strength of the American economic system. d. The consumer goods revolution led to an increase in home construction that eventually crashed due to overproduction. e. Beneficiaries of the consumer goods revolution did not invest their money in the stock exchange.

Answer: A Difficulty: 2 – Moderate Question ID: TB_26_28_The Great Depression_Understand_LO 26.1 Topic: The Great Depression Skill: Understand the Connections Objective: 26.1 What were the causes and effects of the Great Depression?

29) How did the Great Depression affect Americans psychologically? a. The loss of savings and employment led many Americans to abandon their faith in traditional forms of religion. b. Unemployment and poverty undermined people's sense of self-worth and caused many to despair. c. Most men either committed suicide or abandoned their families because they were so devastated that they could not provide for them. d. Middle- and upper-class people had more emotional resources and fared better than poor people. e. Hunger and poverty made Americans unable to think properly and make good decisions, leading to divorce and crime.

Answer: B Difficulty: 2 – Moderate Question ID: TB_26_29_The Great Depression_Understand_LO 26.1 Topic: The Great Depression Skill: Understand the Connections Objective: 26.1 What were the causes and effects of the Great Depression?

30) What effect did the Great Depression have on immigration to the United States? a. The rate of immigration to the United States remained constant during the Great Depression. b. More immigrants came to the United States at this time due to the availability of low-skilled, hardlabor jobs. c. Progressives urged that legislation be passed restricting immigration and making it more difficult for immigrants to become citizens. d. Conservatives supported immigration reform, since immigrants tended to take jobs that Americans were too proud to take. e. It effectively reversed the flow, with hundreds of thousands being deported.

Answer: E Difficulty: 2 – Moderate Question ID: TB_26_30_The Great Depression_Understand_LO 26.1 Topic: The Great Depression Skill: Understand the Connections Objective: 26.1 What were the causes and effects of the Great Depression?

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Brands, American Stories 3e Test Bank 31) How did the Great Depression benefit the Democrats? a. The handling of the Depression by Democrats was universally popular and led to a short period of Democratic control of the Congress. b. The success of New Deal programs led the public to ignore critics, such as Huey Long. c. FDR and Democratic lawmakers made sweeping changes to the financial sector, including nationalizing the banking system. d. Because the Republicans had been unable to prevent the Depression, Democrats returned to power. e. Initially Democrats and Republicans formed a coalition that helped push through New Deal programs.

Answer: D Difficulty: 2 – Moderate Question ID: TB_26_31_Fighting the Depression_Understand_LO 26.2 Topic: Fighting the Depression Skill: Understand the Connections Objective: 26.2 How did Franklin Roosevelt fight the depression?

32) How might FDR's personal background have prepared him to meet the challenges of the Great Depression? a. Since he was from a privileged background, he did not personally suffer financial hardship, which left him free to address the country's crisis. b. His service as assistant secretary of the Navy under Wilson prepared him to balance foreign and domestic affairs during the Great Depression. c. His relationship to Theodore Roosevelt gave him a reputation as a conservationist and powerful Republican leader. d. His bout with polio gave him personal experience of suffering and made him more sensitive to the downtrodden of society. e. His Ivy League education made him sensitive to the needs of wealthy American businessmen during the Great Depression.

Answer: D Difficulty: 2 – Moderate Question ID: TB_26_32_Fighting the Depression_Understand_LO 26.2 Topic: Fighting the Depression Skill: Understand the Connections Objective: 26.2 How did Franklin Roosevelt fight the depression?

33) Which of FDR's actions ended the immediate financial crisis of the 1930s? a. FDR established the Tennessee Valley Authority and created thousands of new jobs. b. Roosevelt's Works Progress Administration spent nearly $5 billion in emergency government relief. c. He worked with powerful European nations to advance American agricultural trade. d. Using a calm and fatherly tone, he soothed the public's fears during his weekly fireside chats. e. He took control of the nation's banks, thereby restoring the public's confidence in the banking system.

Answer: E Difficulty: 2 – Moderate Question ID: TB_26_33_Fighting the Depression_Understand_LO 26.2 Topic: Fighting the Depression Skill: Understand the Connections Objective: 26.2 How did Franklin Roosevelt fight the depression?

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Brands, American Stories 3e Test Bank 34) How did agencies created during the Hundred Days affect the Great Depression? a. They attempted to relieve the suffering of Americans by giving government-subsidized loans at very low rates. b. Agencies such as the Tennessee Valley Authority and the Civilian Conservation Corps succeeded in getting most Americans back to work. c. Their main effect was to end economic stagnation by getting many people back to work. d. They strengthened all the failing banks of the country, restoring Americans' confidence in banking. e. Actually they did little to affect the Great Depression, but they were perceived to be effective by the public.

Answer: C Difficulty: 2 – Moderate Question ID: TB_26_34_Fighting the Depression_Understand_LO 26.2 Topic: Fighting the Depression Skill: Understand the Connections Objective: 26.2 How did Franklin Roosevelt fight the depression?

35) What caused the National Recovery Administration ultimately to fail? a. It did not address business owners' goals of stabilizing production and raising prices. b. It compelled all companies to join, whether they wanted to or not. c. In the final analysis, very few industries decided to enroll in the NRA. d. It proved overly cumbersome, and its rules favored big businesses over small businesses and labor. e. It did not attempt to address labor leaders' goals of ensuring maximum working hours and establishing minimum wage.

Answer: D Difficulty: 2 – Moderate Question ID: TB_26_35_Fighting the Depression_Understand_LO 26.2 Topic: Fighting the Depression Skill: Understand the Connections Objective: 26.2 How did Franklin Roosevelt fight the depression?

36) How did the Roosevelt administration finally deal with the problem of agricultural overproduction? a. It used strategies that aided small farming operations more than large farming operations. b. The Agricultural Adjustment Administration convinced farmers to stop destroying their crops. c. It found new international markets for surplus American crops. d. It set production limits for leading crops and paid farmers subsidies. e. It increased demand by giving away surplus foods to the starving urban poor.

Answer: D Difficulty: 2 – Moderate Question ID: TB_26_36_Fighting the Depression_Understand_LO 26.2 Topic: Fighting the Depression Skill: Understand the Connections Objective: 26.2 How did Franklin Roosevelt fight the depression?

37) Why was the New Deal criticized during the early years of the Great Depression? a. The New Deal was criticized as tending to benefit large businesses and farms, leaving the poor and elderly unaided.

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Brands, American Stories 3e Test Bank b. Some felt that its programs favored minorities and immigrants, leaving white middle-class Americans without aid. c. Policies of the Agricultural Adjustment Administration were criticized for hampering agricultural production and leading to food shortages. d. Critics disagreed with the New Deal's attempts to institute national health insurance. e. Roosevelt and his policies were criticized for not being fiscally conservative.

Answer: A Difficulty: 2 – Moderate Question ID: TB_26_37_Reforming American Life_Understand_LO 26.3 Topic: Reforming American Life Skill: Understand the Connections Objective: 26.3 How did the New Deal reform American life?

38) How did Huey Long's "Share the Wealth" movement of 1935 reflect on the U.S. government's efforts to address the Great Depression? a. The fact that Americans were swayed by Huey Long's flamboyant style suggests that they had become disillusioned with FDR's leadership. b. The "Share the Wealth" movement complemented the New Deal's programs, which similarly sought to increase the standard of living of all Americans. c. It suggested that a large number of people felt that they were not benefiting from the New Deal. d. Rising frustration with the slow pace of recovery resulted in a grassroots revival of fundamentalist Christianity. e. The emergence of viable third-party candidates suggests that neither Democrats nor Republicans were capable of ending the Great Depression.

Answer: C Difficulty: 2 – Moderate Question ID: TB_26_38_Reforming American Life_Understand_LO 26.3 Topic: Reforming American Life Skill: Understand the Connections Objective: 26.3 How did the New Deal reform American life?

39) What was the primary motivation for the passage of the Social Security Act? a. a belief that people ought to help themselves and to take responsibility for their own economic situations b. a desire to fend off Republican challenges to Democratic policies and ensure FDR would be reelected c. a belief that all American citizens ought to equally enjoy the fruits of industrial society d. general fear that radical elements within American society would gain power if discontent among the poor, elderly, and dispossessed were not remedied e. a sense of duty to ensure that all of America's citizens—especially the elderly, handicapped, and unemployed—would be adequately provided for Answer: E Difficulty: 2 – Moderate Question ID: TB_26_39_Reforming American Life_Understand_LO 26.3 Topic: Reforming American Life Skill: Understand the Connections Objective: 26.3 How did the New Deal reform American life?

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Brands, American Stories 3e Test Bank 40) How did the New Deal affect American industrial workers? a. It gave them jobs regardless of race or gender. b. It provided the means for them to organize and bargain for benefits. c. It allowed skilled workers to unionize, but left unskilled workers unrepresented. d. It left them at the mercies of businesses that were supported by the government. e. It squeezed out women and minorities to give jobs to white men.

Answer: B Difficulty: 2 – Moderate Question ID: TB_26_40_The Impact of the New Deal_Understand_LO 26.4 Topic: The Impact of the New Deal Skill: Understand the Connections Objective: 26.4 What was the lasting impact of the New Deal?

41) How did women and minorities benefit from the organization of labor? a. They were given a higher percentage of jobs because the government recognized that they had been traditionally undervalued. b. Their wages increased to equal those of white men because the government recognized that they had been traditionally underpaid. c. They were granted education and agricultural incentives to remove them from the workplace and direct competition with white men. d. Unskilled labor, which included many women and minorities, was represented along with skilled labor by the CIO. e. Membership in the AFL opened for women ad minorities as unions adopted more enlightened policies of inclusion.

Answer: D Difficulty: 2 – Moderate Question ID: TB_26_41_The Impact of the New Deal_Understand_LO 26.4 Topic: The Impact of the New Deal Skill: Understand the Connections Objective: 26.4 What was the lasting impact of the New Deal?

42) The Great Depression affected racial minorities more severely than other groups because racial minorities __________. a. were the first to be fired and last to be hired b. had more heavily speculated in the stock market c. had invested more in small, failing banks d. were excluded from recognition by the government in the New Deal plans e. were generally poor at the start of the Great Depression, so they sank even further into poverty and did not know how to cope with it Answer: A Difficulty: 2 – Moderate Question ID: TB_26_42_The Impact of the New Deal_Understand_LO 26.4 Topic: The Impact of the New Deal Skill: Understand the Connections Objective: 26.4 What was the lasting impact of the New Deal?

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Brands, American Stories 3e Test Bank 43) What role did FDR play in the shifting of African American political affiliation from the Republican party to the Democratic party? a. He designed the TVA and NRA specifically to benefit African Americans. b. He appointed African Americans to high-ranking positions and criticized racial discrimination. c. He was the first president to appoint African Americans to governmental positions. d. He used the New Deal to create legislation to end segregation in the South. e. His New Deal provided jobs and job security to most African Americans.

Answer: B Difficulty: 2 – Moderate Question ID: TB_26_43_The Impact of the New Deal_Understand_LO 26.4 Topic: The Impact of the New Deal Skill: Understand the Connections Objective: 26.4 What was the lasting impact of the New Deal?

44) FDR attempted to "pack" the Supreme Court because he __________. a. knew opposing the Supreme Court would unite his disparate Democratic party b. knew opposing the Supreme Court would win him bipartisan support and national approval c. saw the Supreme Court's interference with the New Deal as unconstitutional and sought to remedy it d. wanted to remove the final and most powerful threat to his New Deal by appointing judges who supported its programs e. wanted to create a Democratic Supreme Court to ensure his legacy as the president who saved America Answer: D Difficulty: 2 – Moderate Question ID: TB_26_44_The New Deal's End_Understand_LO 26.5 Topic: The New Deal's End Skill: Understand the Connections Objective: 26.5 How and why did the New Deal end?

45) How did the reform programs created during the New Deal eventually lead to its demise? a. They actually did very little to change the U.S. economic situation. b. They required massive government spending and could not be sustained. c. They were unpopular with Republicans who took control of Congress. d. They were unpopular with the general public who began to speak out. e. The progressive programs (like Social Security) could not outlast political changes.

Answer: B Difficulty: 2 – Moderate Question ID: TB_26_45_The New Deal's End_Understand_LO 26.5 Topic: The New Deal's End Skill: Understand the Connections Objective: 26.5 How and why did the New Deal end?

46) How did FDR's attitude toward planned deficits affect the success of the New Deal's efforts to rescue the economy? a. He believed too greatly in planned deficits, spending too much of the country's reserves to rescue the economy.

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Brands, American Stories 3e Test Bank b. He failed to see the importance of planned deficits, which could have stopped the Great Depression before it even started. c. He relied too greatly on planned deficits, inhibiting his ability to truly rescue the U.S. economy. d. He tried to avoid planned deficits, seeking a balanced budget when he ought to have spent more. e. He avoided planned deficits, spending too much on his New Deal programs and nearly bankrupting the United States.

Answer: D Difficulty: 2 – Moderate Question ID: TB_26_46_The New Deal's End_Understand_LO 26.5 Topic: The New Deal's End Skill: Understand the Connections Objective: 26.5 How and why did the New Deal end?

47) What was the major political legacy of the New Deal? a. It restored the U.S. economy to its original preeminence in the world. b. It united Democrats and Republicans as no other crisis had before or since. c. It sought to create a coalition by reaching out to ethnic voters. d. It changed the political affiliations for most rural and urban voters. e. It created a unified Democratic party of rural southerners and urban westerners.

Answer: C Difficulty: 2 – Moderate Question ID: TB_26_47_The New Deal's End_Understand_LO 26.5 Topic: The New Deal's End Skill: Understand the Connections Objective: 26.5 How and why did the New Deal end?

48) How did the country's experience of World War I shape the national response to the Great Depression under FDR? a. The large-scale devastation and loss of human life during the War hardened the American people, which prepared them for the period of deprivation and suffering of the Great Depression. b. During the war years, the country had experienced general mobilization of the nation's resources in the service of a common goal, facilitating implementation of the New Deal, another form of general mobilization. c. Patriotism and selflessness surged during the American involvement in World War One, and this same spirit of selflessness permeated the Great Depression era, insulating Americans from fear and despair. d. The experience of fighting a common enemy during the war resulted in a general improvement of racial and ethnic relations; these relationships were then solidified during the Great Depression. e. American involvement in the First World War took a heavy toll on the economy, and during the decade preceding the great crash, the weakness of the economy set the stage for the Depression.

Answer: B Difficulty: 2 – Moderate Question ID: TB_26_48_Fighting the Depression_Analyze_LO 26.2 Topic: Fighting the Depression Skill: Analyze It Objective: 26.2 How did Franklin Roosevelt fight the depression?

49) How was American handling of the crises of World War One and the Great Depression similar?

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Brands, American Stories 3e Test Bank a. Wilson's initial stance of neutrality in the war was similar to Roosevelt's initial inactivity at the beginning of the Great Depression. b. Just as the government, big business, and labor formed a strong alliance to concentrate efforts to win the war, so did they join together to combat the effects of the Depression. c. Just as the war provided women and minorities with job opportunities, so did the Great Depression offer more unskilled, typically female and minority jobs. d. The United States handled both crises with political unity; members of both political parties set aside their differences to work together. e. The U.S. government took unprecedented control of business, banking, labor, and agriculture, although it had to deny civil liberties, to solve both crises.

Answer: C Difficulty: 2 – Moderate Question ID: TB_26_49_Fighting the Depression_Analyze_LO 26.2 Topic: Fighting the Depression Skill: Analyze It Objective: 26.2 How did Franklin Roosevelt fight the depression?

50) What has been the most significant long-range effect of the New Deal on American society? a. Since the New Deal, Americans have tended to resist large-scale governmental programs that seek directly to control aspects of economic and social life. b. The economic initiatives and programs instituted by FDR's administration during the New Deal have continued to enrich the U.S. economy to this day. c. Since the New Deal, presidents have continued to hold periodic "fireside chats" during which they communicate important policy matters to the American people. d. The immigration policies established during the New Deal continue to set quotas, insulating Americanborn workers from foreign-born competition. e. Certain key programs, such as Social Security, have become an integral part of American life, providing essential benefits to millions of Americans today.

Answer: E Difficulty: 2 – Moderate Question ID: TB_26_50_The New Deal's End_Analyze_LO 26.5 Topic: The New Deal's End Skill: Analyze It Objective: 26.5 How and why did the New Deal end?

Essay Questions 51) Analyze the causes of the Great Depression. What was the role of the stock market crash?

Difficulty: 3 – Difficult Question ID: TB_26_51_The Great Depression_Analyze_LO 26.1 Topic: The Great Depression Skill: Analyze It Objective: 26.1 What were the causes and effects of the Great Depression?

52) What personal characteristics made Franklin Roosevelt better equipped than Herbert Hoover to handle the crisis of the Depression?

429 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_26_52_Fighting the Depression_Analyze_LO 26.2 Topic: Fighting the Depression Skill: Analyze It Objective: 26.2 How did Franklin Roosevelt fight the depression?

53) How did the Roosevelt administration deal with crises in banking, manufacturing, and agriculture? In which area did it have the most success? In which did it have the least? Why was it successful or not successful in these areas?

Difficulty: 3 – Difficult Question ID: TB_26_53_Fighting the Depression_Analyze_LO 26.2 Topic: Fighting the Depression Skill: Analyze It Objective: 26.2 How did Franklin Roosevelt fight the depression?

54) How did the New Deal affect organized labor throughout the decade of the 1930s?

Difficulty: 3 – Difficult Question ID: TB_26_54_The Impact of the New Deal_Analyze_LO 26.4 Topic: The Impact of the New Deal Skill: Analyze It Objective: 26.4 What was the lasting impact of the New Deal?

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Brands, American Stories 3e Test Bank Chapter 27: America and the World, 1921-1945 Multiple-Choice Questions 1) What did the Kellogg-Briand Pact involve? a. an alliance between France, Britain, and the United States b. an international treaty outlawing war c. an agreement that forced the United States to join World War II d. a trade agreement between Canada, Mexico, and the United States e. a treaty that gave part of Poland to Germany after World War II Answer: B Difficulty: 1 – Easy Question ID: TB_27_01_Introduction—A Pact without Power_Remember Topic: Introduction—A Pact without Power Skill: Remember the Facts Objective: N/A 2) The countries that comprised the Axis Powers in World War II were __________. a. Germany, France, and Spain b. Germany, China, and Russia c. Germany, Italy, and Japan d. Britain, France, and the United States e. Russia, China, and the United States Answer: C Difficulty: 1 – Easy Question ID: TB_27_02_Isolationism_Remember_LO 27.1 Topic: Isolationism Skill: Remember the Facts Objective: 27.1 What was isolationism, and why was it so appealing to Americans in the 1920s and 1930s?

3) The weakness of the League of Nations was revealed when Italy invaded __________. a. Ethiopia b. Libya c. Egypt d. Spain e. Greece Answer: A Difficulty: 1 – Easy Question ID: TB_27_03_Isolationism_Remember_LO 27.1 Topic: Isolationism Skill: Remember the Facts Objective: 27.1 What was isolationism, and why was it so appealing to Americans in the 1920s and 1930s?

4) In the 1930s, support for pacifism was particularly strong among __________. a. college students 431 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. high-ranking businessmen c. labor unions d. the elderly e. the lower classes Answer: A Difficulty: 2 – Moderate Question ID: TB_27_04_Isolationism_Remember_LO 27.1 Topic: Isolationism Skill: Remember the Facts Objective: 27.1 What was isolationism, and why was it so appealing to Americans in the 1920s and 1930s?

5) What did the Nye Committee investigate? a. war crimes committed during World War I b. possible German spies in the United States c. American munitions dealers d. liberal antiwar activists e. American communists Answer: C Difficulty: 2 – Moderate Question ID: TB_27_05_Isolationism_Remember_LO 27.1 Topic: Isolationism Skill: Remember the Facts Objective: 27.1 What was isolationism, and why was it so appealing to Americans in the 1920s and 1930s?

6) What did the first neutrality act, passed in 1935, prohibit? a. adding any new troops to the U.S. armed forces b. sending troops to aid Allies at war c. traveling outside of the U.S. borders d. selling arms to nations at war e. covering foreign wars in the news Answer: D Difficulty: 2 – Moderate Question ID: TB_27_06_Isolationism_Remember_LO 27.1 Topic: Isolationism Skill: Remember the Facts Objective: 27.1 What was isolationism, and why was it so appealing to Americans in the 1920s and 1930s?

7) British and French leaders met with Hitler in 1938 to discuss his demand for __________. a. the Rhineland b. Austria c. the Polish Corridor d. the Czech province of Sudetenland e. Alsace and Lorraine 432 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: D Difficulty: 2 – Moderate Question ID: TB_27_07_Isolationism_Remember_LO 27.1 Topic: Isolationism Skill: Remember the Facts Objective: 27.1 What was isolationism, and why was it so appealing to Americans in the 1920s and 1930s?

8) Hitler started World War II by invading __________ on September 1, 1939. a. Austria b. Poland c. France d. Czechoslovakia e. Switzerland Answer: B Difficulty: 1 – Easy Question ID: TB_27_08_Isolationism_Remember_LO 27.1 Topic: Isolationism Skill: Remember the Facts Objective: 27.1 What was isolationism, and why was it so appealing to Americans in the 1920s and 1930s?

9) Roosevelt's Lend-Lease policy __________. a. ensured British access to American war supplies b. placed restrictions on materials the United States could ship to Britain c. encountered almost no opposition from American congressmen d. was strongly supported by American isolationists e. was approved by Congress but never implemented Answer: A Difficulty: 2 – Moderate Question ID: TB_27_09_The Road to War_Remember_LO 27.2 Topic: The Road to War Skill: Remember the Facts Objective: 27.2 How did the United States go from neutrality in the 1930s to war in 1941?

10) In October 1941, German U-boats sank the __________, killing more than 100 American sailors. a. Liberty b. Mayaguez c. Jefferson d. Lusitania e. Reuben James Answer: E Difficulty: 2 – Moderate Question ID: TB_27_10_The Road to War_Remember_LO 27.2 Topic: The Road to War Skill: Remember the Facts Objective: 27.2 How did the United States go from neutrality in the 1930s to war in 1941?

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Brands, American Stories 3e Test Bank 11) When the United States and the Dutch East Indies banned trade with Japan, the Japanese lost their source of __________, which led them to attack the United States. a. oil b. flour c. steel d. rubber e. ammunition Answer: A Difficulty: 1 – Easy Question ID: TB_27_11_The Road to War_Remember_LO 27.2 Topic: The Road to War Skill: Remember the Facts Objective: 27.2 How did the United States go from neutrality in the 1930s to war in 1941?

12) What event brought the United States into World War II? a. the Italian attack on Austria b. the German occupation of France c. the first mass executions of Jews d. the Japanese invasion of China e. the Japanese attack on Pearl Harbor Answer: E Difficulty: 1 – Easy Question ID: TB_27_12_The Road to War_Remember_LO 27.2 Topic: The Road to War Skill: Remember the Facts Objective: 27.2 How did the United States go from neutrality in the 1930s to war in 1941?

13) What was the greatest single advantage that the United States and its Allies had during World War II? a. The Allies began military confrontations with the Axis powers immediately, before they could gain much ground in Europe or Asia. b. The Allies were genuinely willing to work together to defeat their enemies, whereas the Axis powers fought separate wars. c. The Germans and Japanese made slow progress in conquering more lands in Europe and the Pacific. d. All of the Axis powers suffered from ineffective leadership and poor strategizing. e. The Allies had such an overwhelming number of ground troops that Axis resistance was highly ineffective.

Answer: B Difficulty: 2 – Moderate Question ID: TB_27_13_Turning the Tide Against the Axis_Remember_LO 27.3 Topic: Turning the Tide Against the Axis Skill: Remember the Facts Objective: 27.3 How did America and its allies halt the advances of Germany and Japan?

14) During World War II, the closest ally of the United States was __________. a. the Soviet Union b. Canada 434 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank c. France d. Britain e. China Answer: D Difficulty: 1 – Easy Question ID: TB_27_14_Turning the Tide Against the Axis_Remember_LO 27.3 Topic: Turning the Tide Against the Axis Skill: Remember the Facts Objective: 27.3 How did America and its allies halt the advances of Germany and Japan?

15) United States troops first went into combat against German troops in __________. a. Italy b. France c. Greece d. Poland e. Africa Answer: E Difficulty: 2 – Moderate Question ID: TB_27_15_Turning the Tide Against the Axis_Remember_LO 27.3 Topic: Turning the Tide Against the Axis Skill: Remember the Facts Objective: 27.3 How did America and its allies halt the advances of Germany and Japan?

16) The turning point of the Pacific war was the American victory at the Battle of __________, which gave the United States control of the Central Pacific. a. Coral Sea b. Guadalcanal c. Midway d. Iwo Jima e. Leyte Gulf Answer: C Difficulty: 2 – Moderate Question ID: TB_27_16_Turning the Tide Against the Axis_Remember_LO 27.3 Topic: Turning the Tide Against the Axis Skill: Remember the Facts Objective: 27.3 How did America and its allies halt the advances of Germany and Japan?

17) How many times was Franklin D. Roosevelt elected president? a. once b. twice c. three times d. four times e. five times Answer: D

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_27_17_The Home Front_Remember_LO 27.4 Topic: The Home Front Skill: Remember the Facts Objective: 27.4 How did American domestic life change during World War II? 18) Which statement best describes the migration of the American population during World War II? a. Rural areas lost population while coastal areas gained population. b. People moved from urban to rural areas to help grow food to support the troops. c. Coastal areas lost population as millions moved into America's heartland. d. The South and West lost population as millions moved to states in the Northeast. e. The United States lost population as millions moved to Canada.

Answer: A Difficulty: 2 – Moderate Question ID: TB_27_18_The Home Front_Remember_LO 27.4 Topic: The Home Front Skill: Remember the Facts Objective: 27.4 How did American domestic life change during World War II? 19) The Fair Employment Practices Committee (FEPC) was a federal agency designed to protect __________. a. children from abusive working conditions b. workers in wartime industries from harsh working conditions c. women from discrimination in the workplace d. African Americans from discrimination in the workplace e. the elderly from discrimination in the workplace Answer: D Difficulty: 2 – Moderate Question ID: TB_27_19_The Home Front_Remember_LO 27.4 Topic: The Home Front Skill: Remember the Facts Objective: 27.4 How did American domestic life change during World War II? 20) During World War II, which group was placed in relocation camps in the United States? a. Chinese Americans b. German Americans c. Japanese Americans d. Russian Americans e. Jewish Americans Answer: C Difficulty: 1 – Easy Question ID: TB_27_20_The Home Front_Remember_LO 27.4 Topic: The Home Front Skill: Remember the Facts Objective: 27.4 How did American domestic life change during World War II? 21) What does the term "D-Day" mean?

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Brands, American Stories 3e Test Bank a. the day President Roosevelt died b. the day Hitler committed suicide c. the day the Allies invaded Nazi-occupied Europe d. the day the Germans invaded France e. the day the Germans surrendered to the Allies Answer: C Difficulty: 2 – Moderate Question ID: TB_27_21_Victory_Remember_LO 27.5 Topic: Victory Skill: Remember the Facts Objective: 27.5 How did the war end, and what were its consequences?

22) The Nazi Holocaust involved the slaughter of __________ people. a. 10,000 b. 50,000 c. 500,000 d. 1,000,000 e. 6,000,000 Answer: E Difficulty: 2 – Moderate Question ID: TB_27_22_Victory_Remember_LO 27.5 Topic: Victory Skill: Remember the Facts Objective: 27.5 How did the war end, and what were its consequences?

23) The Soviet Union experienced a diplomatic triumph when Roosevelt, Churchill, and Stalin met in 1945 at the __________. a. Munich Convention b. Yalta Conference c. Casablanca Meeting d. Paris Talk e. London Symposium Answer: B Difficulty: 1 – Easy Question ID: TB_27_23_Victory_Remember_LO 27.5 Topic: Victory Skill: Remember the Facts Objective: 27.5 How did the war end, and what were its consequences?

24) What was the Manhattan Project? a. a plan for ground troops to take Tokyo and end the war b. a government program to deal with criminals of war c. an elite team of secret agents that nearly assassinated Hitler d. a diplomatic project to negotiate a Japanese surrender e. a top-secret program that developed the atom bomb Answer: E 437 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_27_24_Victory_Remember_LO 27.5 Topic: Victory Skill: Remember the Facts Objective: 27.5 How did the war end, and what were its consequences?

25) The United States dropped its first atom bomb on __________, killing 60,000 people. a. Osaka b. Nagasaki c. Tokyo d. Hiroshima e. Fukushima Answer: D Difficulty: 2 – Moderate Question ID: TB_27_25_Victory_Remember_LO 27.5 Topic: Victory Skill: Remember the Facts Objective: 27.5 How did the war end, and what were its consequences?

26) Which statement best describes how Secretary of State Kellogg manipulated the Kellogg-Briand Pact to fit American isolationism after World War I? a. By refusing to sign the pact after it was created, Kellogg made it clear that the United States was not interested in joining European wars. b. By inviting all nations to sign the pact, Kellogg avoided an alliance with France that could pressure the United States into aiding France in a European war. c. By keeping the pact between America and France only, Kellogg avoided being allied to other European nations in the event of war. d. By keeping the pact between the two major American political parties, Kellogg ensured that the United States would enter foreign wars only in self-defense. e. By inviting all of Europe to sign the pact, Kellogg ensured that there would be no more European wars.

Answer: B Difficulty: 2 – Moderate Question ID: TB_27_26_Introduction—A Pact without Power_Understand Topic: Introduction—A Pact without Power Skill: Understand the Connections Objective: N/A 27) What did the League of Nations do after the Italian invasion of Ethiopia? a. protected the southern half of the country from Mussolini's army b. halted Mussolini's forces just across the Ethiopian border c. authorized billions of dollars in aid for the Ethiopians d. made halfhearted and unsuccessful efforts to stop Mussolini e. organized a successful counterattack to drive the Italians out of Ethiopia Answer: D

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_27_27_Isolationism_Understand_LO 27.1 Topic: Isolationism Skill: Understand the Connections Objective: 27.1 What was isolationism, and why was it so appealing to Americans in the 1920s and 1930s?

28) As a result of the Nye Committee's findings, __________. a. Congress passed the neutrality acts of 1935, 1936, and 1937 b. Secretary of State Kellogg signed the Kellogg-Briand Pact c. R.O.T.C. was temporarily disbanded d. the pacifist movement in America dwindled significantly e. Congress banned the sale of guns inside the United States Answer: A Difficulty: 2 – Moderate Question ID: TB_27_28_Isolationism_Understand_LO 27.1 Topic: Isolationism Skill: Understand the Connections Objective: 27.1 What was isolationism, and why was it so appealing to Americans in the 1920s and 1930s?

29) Britain and France responded to initial German aggression in 1938 by __________. a. immediately threatening war b. allying with the Soviet Union c. seizing German territory d. attempting to appease Hitler e. blockading German ports Answer: D Difficulty: 2 – Moderate Question ID: TB_27_29_Isolationism_Understand_LO 27.1 Topic: Isolationism Skill: Understand the Connections Objective: 27.1 What was isolationism, and why was it so appealing to Americans in the 1920s and 1930s?

30) With the outbreak of war in Europe in 1939, President Roosevelt __________. a. immediately declared war on Germany b. immediately loaned war supplies to France and England c. declared American neutrality d. warned Germany not to try to occupy France e. made a secret pact with the French Answer: C

439 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_27_30_Isolationism_Understand_LO 27.1 Topic: Isolationism Skill: Understand the Connections Objective: 27.1 What was isolationism, and why was it so appealing to Americans in the 1920s and 1930s?

31) Why were Americans worried about Hitler's attacks on Britain, in particular? a. America had an alliance with Britain that could force the nation into the war. b. Many Americans had British ancestors or ties to businesses in Britain. c. Many Americans still had family members living in Britain. d. If Hitler took Britain, he would have access to an atom bomb. e. If Hitler took Britain, he could use the British navy to attack the Americas.

Answer: E Difficulty: 2 – Moderate Question ID: TB_27_31_The Road to War_Understand_LO 27.2 Topic: The Road to War Skill: Understand the Connections Objective: 27.2 How did the United States go from neutrality in the 1930s to war in 1941?

32) How did FDR help Britain after France fell to the Nazis? a. He placed a total embargo on all trade to Nazi Germany and any countries allied with Hitler. b. He traded 50 destroyers to Britain in exchange for the rights to build military bases in the British West Indies. c. He successfully negotiated an agreement with Hitler to spare Britain in exchange for American neutrality in the war. d. He supplied Britain with 200 fighter planes and about 50 military advisors to help defeat Hitler. e. He brought the United States into World War II on the side of the Allies.

Answer: B Difficulty: 2 – Moderate Question ID: TB_27_32_The Road to War_Understand_LO 27.2 Topic: The Road to War Skill: Understand the Connections Objective: 27.2 How did the United States go from neutrality in the 1930s to war in 1941?

33) Which statement best describes Hitler's orders to his submarine commanders in the Atlantic? a. He ordered them not to fire on American vessels to avoid drawing the United States into the war. b. He ordered them not to fire on American vessels because the Germans were temporarily low on ammunition. c. He ordered them to fire on American vessels because he wanted to draw the United States into the war. d. He ordered them not to fire on American vessels because he knew the Americans were committed to neutrality. e. He ordered them to fire on American vessels because they were helping the British.

Answer: A

440 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_27_33_The Road to War_Understand_LO 27.2 Topic: The Road to War Skill: Understand the Connections Objective: 27.2 How did the United States go from neutrality in the 1930s to war in 1941?

34) During 1940-1941, President Roosevelt attempted to halt Japanese aggression in Asia by __________. a. applying economic pressure on Japan through a trade embargo b. waging a clandestine, undeclared war against Japanese naval forces in the Pacific c. signing mutual defense pacts with other Asian nations d. securing legislation allowing him to send troops to China e. sending troops to fight on Japanese soil Answer: A Difficulty: 2 – Moderate Question ID: TB_27_34_The Road to War_Understand_LO 27.2 Topic: The Road to War Skill: Understand the Connections Objective: 27.2 How did the United States go from neutrality in the 1930s to war in 1941?

35) The Chinese were displeased with the Allies' wartime strategy because the Allies __________. a. refused Chinese troops for the European theater of war b. refused to give any aid to China c. took over the fight against Japan, leaving no place for China d. wanted to focus on defeating Germany first, rather than Japan e. refused to declare war against Japan immediately Answer: D Difficulty: 2 – Moderate Question ID: TB_27_35_Turning the Tide Against the Axis_Understand_LO 27.3 Topic: Turning the Tide Against the Axis Skill: Understand the Connections Objective: 27.3 How did America and its allies halt the advances of Germany and Japan?

36) During the war, U.S.-Soviet relations were __________. a. especially close and trusting b. especially hostile, almost to the point of open war c. constantly strained by significant ideological differences d. hurt by the U.S. refusal to recognize the Soviet Union e. significantly influenced by FDR's personal dislike of Stalin Answer: C Difficulty: 2 – Moderate Question ID: TB_27_36_Turning the Tide Against the Axis_Understand_LO 27.3 Topic: Turning the Tide Against the Axis Skill: Understand the Connections Objective: 27.3 How did America and its allies halt the advances of Germany and Japan?

37) Russia looked forward to __________ after its victory in World War II. 441 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank a. establishing communist regimes in eastern Europe b. establishing trade routes with Britain and the United States c. improving its relationship with the United States d. establishing a popular, democratic government e. receiving monetary compensation from the United Nations Answer: A Difficulty: 2 – Moderate Question ID: TB_27_37_Turning the Tide Against the Axis_Understand_LO 27.3 Topic: Turning the Tide Against the Axis Skill: Understand the Connections Objective: 27.3 How did America and its allies halt the advances of Germany and Japan?

38) The United States looked forward to __________ after its victory in World War II. a. controlling postwar governments in Germany and Italy b. breaking up the Soviet Union c. seizing German resources d. controlling western Europe e. controlling the Pacific Answer: E Difficulty: 2 – Moderate Question ID: TB_27_38_Turning the Tide Against the Axis_Understand_LO 27.3 Topic: Turning the Tide Against the Axis Skill: Understand the Connections Objective: 27.3 How did America and its allies halt the advances of Germany and Japan?

39) Which of the following statements describes a social problem during World War II? a. Couples had fewer children, which meant a surplus of teachers and daycare centers. b. There was insufficient housing for workers in cities with wartime industries. c. Fewer couples were getting married due to the uncertainties of wartime. d. Middle-aged, married women were edged out of the workforce by single women. e. California's economy almost collapsed, since it lacked wartime industries.

Answer: B Difficulty: 2 – Moderate Question ID: TB_27_39_The Home Front_Understand_LO 27.4 Topic: The Home Front Skill: Understand the Connections Objective: 27.4 How did American domestic life change during World War II? 40) Philip Randolph threatened a massive march on Washington in 1941 in order to force President Roosevelt to __________. a. end racial discrimination in the defense industry b. bring the United States into World War II c. remain neutral during the war d. send more aid to Britain and occupied France e. allow women to work in wartime industries Answer: A 442 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_27_40_The Home Front_Understand_LO 27.4 Topic: The Home Front Skill: Understand the Connections Objective: 27.4 How did American domestic life change during World War II? 41) What caused riots in both Los Angeles and Detroit in 1943? a. food shortages b. abusive labor conditions c. racial tensions d. strong antiwar sentiments e. layoffs in wartime industries Answer: C Difficulty: 2 – Moderate Question ID: TB_27_41_The Home Front_Understand_LO 27.4 Topic: The Home Front Skill: Understand the Connections Objective: 27.4 How did American domestic life change during World War II? 42) Why was the Battle of the Bulge an important battle during World War II? a. It was the battle that drew the United States into the war. b. It was Hitler's first loss in the war, showing the world that he could be beaten. c. It was the first time the Allies gained significant ground in Europe. d. The Allies won the battle and immediately ended the war. e. The Allied victory exhausted Hitler's reserves and fatally weakened his army.

Answer: E Difficulty: 2 – Moderate Question ID: TB_27_42_Victory_Understand_LO 27.5 Topic: Victory Skill: Understand the Connections Objective: 27.5 How did the war end, and what were its consequences?

43) Compared with the American contribution to the defeat of Germany, the Soviet Union's contribution was __________. a. significantly smaller b. somewhat smaller c. about the same d. significantly larger e. impossible to determine Answer: D Difficulty: 2 – Moderate Question ID: TB_27_43_Victory_Understand_LO 27.5 Topic: Victory Skill: Understand the Connections Objective: 27.5 How did the war end, and what were its consequences?

44) How did Americans feel about collective security toward the end of World War II? 443 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank a. They were eager to make new attempts at collective security. b. They acknowledged that collective security was useful, but remained reluctant. c. They still thought that isolationism was better than collective security. d. They realized that collective security was ineffective, but it kept their alliances throughout the war. e. They vowed never to make another attempt at collective security.

Answer: A Difficulty: 2 – Moderate Question ID: TB_27_44_Victory_Understand_LO 27.5 Topic: Victory Skill: Understand the Connections Objective: 27.5 How did the war end, and what were its consequences?

45) When Japan's defeat was deemed inevitable, the military favored __________. a. negotiating a peace treaty to avoid further loss of life b. modifying the unconditional surrender formula to allow Japan to keep its emperor c. an all-out, full-scale invasion of Japan d. destroying Japan with a series of atom bombs e. forcing Japan to surrender by threatening them with more atom bombs Answer: C Difficulty: 2 – Moderate Question ID: TB_27_45_Victory_Understand_LO 27.5 Topic: Victory Skill: Understand the Connections Objective: 27.5 How did the war end, and what were its consequences?

46) President Truman's primary motive for using nuclear weapons against Japan was to __________. a. impress the Soviet Union b. kill as many Japanese as possible c. make sure these costly weapons were utilized d. completely destroy Japan e. end the war as quickly as possible Answer: E Difficulty: 2 – Moderate Question ID: TB_27_46_Victory_Understand_LO 27.5 Topic: Victory Skill: Understand the Connections Objective: 27.5 How did the war end, and what were its consequences?

47) After World War II, the United States __________. a. was drastically weaker than it had been before the war b. was slightly weaker than it had been before the war c. had about the same amount of power as it had before the war d. was slightly more powerful than it had been before the war e. was the most powerful country in the world Answer: E 444 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_27_47_Victory_Understand_LO 27.5 Topic: Victory Skill: Understand the Connections Objective: 27.5 How did the war end, and what were its consequences?

48) Which two factors explain American isolationism in the 1930s? a. the Great Depression and an understanding of the costs of war b. the Great Depression and the Catholic Church c. the Kellogg-Briand Pact and anti-Semitism d. the Kellogg-Briand Pact and a lack of resources e. a lack of resources and religious revival Answer: A Difficulty: 2 – Moderate Question ID: TB_27_48_Isolationism_Analyze_LO 27.1 Topic: Isolationism Skill: Analyze It Objective: 27.1 What was isolationism, and why was it so appealing to Americans in the 1920s and 1930s?

49) Which statement best describes isolationist and interventionist opinions about FDR as he led America to the brink of war in Europe? a. Both isolationists and interventionists were happy with how he handled events. b. Isolationists thought he was deceitful and interventionists thought he was too cautious in dealing with the Nazis. c. Isolationists thought he was doing well keeping America out of the war, but interventionists were furious that America was doing nothing. d. Isolationists were furious that he was helping the Allies, but interventionists were thrilled that the nation was doing something to help. e. Isolationists were furious that he was helping the Allies, and even the interventionists thought he was going too far with his aid.

Answer: B Difficulty: 2 – Moderate Question ID: TB_27_49_The Road to War_Analyze_LO 27.2 Topic: The Road to War Skill: Analyze It Objective: 27.2 How did the United States go from neutrality in the 1930s to war in 1941?

50) America's use of the atomic bomb to defeat Japan __________. a. strengthened the alliance between the United States and the Soviet Union b. made the Soviet Union defer to the United States in matters of international policy c. had no effect on the relationship between the United States and the Soviet Union d. led to the postwar arms race between the United States and the Soviet Union e. nearly led to an outright war with the Soviet Union Answer: D

445 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_27_50_Victory_Analyze_LO 27.5 Topic: Victory Skill: Analyze It Objective: 27.5 How did the war end, and what were its consequences?

Essay Questions 51) What factors account for the rise of American isolationism between the wars? How did neutrality legislation work to the advantage of aggressive dictators?

Difficulty: 3 – Difficult Question ID: TB_27_51_Isolationism_Analyze_LO 27.1 Topic: Isolationism Skill: Analyze It Objective: 27.1 What was isolationism, and why was it so appealing to Americans in the 1920s and 1930s?

52) How did events in the early years of the war affect American public opinion? How did Roosevelt aid the British?

Difficulty: 3 – Difficult Question ID: TB_27_52_The Road to War_Analyze_LO 27.2 Topic: The Road to War Skill: Analyze It Objective: 27.2 How did the United States go from neutrality in the 1930s to war in 1941?

53) Describe the Allies' overall strategy in World War II. Difficulty: 3 – Difficult Question ID: TB_27_53_Turning the Tide Against the Axis_Analyze_LO 27.3 Topic: Turning the Tide Against the Axis / Victory Skill: Analyze It Objective: 27.3 How did America and its allies halt the advances of Germany and Japan?, 27.5 How did the war end, and what were its consequences?

54) In terms of the economy, labor force, and internal migrations, how did World War II transform America?

Difficulty: 3 – Difficult Question ID: TB_27_54_The Home Front_Analyze_LO 27.4 Topic: The Home Front Skill: Analyze It Objective: 27.4 How did American domestic life change during World War II?

446 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Chapter 28: The Onset of the Cold War, 1945-1960 Multiple-Choice Questions 1) One crucial issue discussed at the Potsdam Conference was __________. a. the use of the atomic bomb b. the spread of communism in China c. war reparations d. opening a second front against Germany e. how to deal with Japan Answer: C Difficulty: 2 – Moderate Question ID: TB_28_01_Introduction—The Potsdam Summit_Remember Topic: Introduction—The Potsdam Summit Skill: Remember the Facts Objective: N/A 2) What was the fundamental disagreement between the United States and the Soviet Union at the beginning of the Cold War about? a. who would control postwar Europe b. who would control postwar Asia c. which country had contributed more to the Allied victory d. whether Truman or Stalin would lead postwar alliances e. whether collective security was possible in the postwar world Answer: A Difficulty: 2 – Moderate Question ID: TB_28_02_The Cold War Begins_Remember_LO 28.1 Topic: The Cold War Begins Skill: Remember the Facts Objective: 28.1 How did the Cold War begin?

3) The term "Iron Curtain" refers to __________. a. the border between North and South Korea b. the military operation in which the United States dropped the atom bomb on Japan c. the railroad system that was restored in Europe after World War II ended d. the separation between Soviet-dominated Europe and Western Europe e. the seemingly insurmountable class divide in postwar Western Europe Answer: D Difficulty: 1 – Easy Question ID: TB_28_03_The Cold War Begins_Remember_LO 28.1 Topic: The Cold War Begins Skill: Remember the Facts Objective: 28.1 How did the Cold War begin?

4) Which country was politically controlled by the Soviet Union after World War II? a. Poland b. Norway 447 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank c. Austria d. Turkey e. Denmark Answer: A Difficulty: 2 – Moderate Question ID: TB_28_04_The Cold War Begins_Remember_LO 28.1 Topic: The Cold War Begins Skill: Remember the Facts Objective: 28.1 How did the Cold War begin?

5) The disarmament plan that the Truman administration proposed to the United Nations after World War II was called __________. a. the Potsdam Conference b. the Baruch Plan c. the Manhattan Project d. the Cold War Treaty e. Containment Answer: B Difficulty: 2 – Moderate Question ID: TB_28_05_The Cold War Begins_Remember_LO 28.1 Topic: The Cold War Begins Skill: Remember the Facts Objective: 28.1 How did the Cold War begin?

6) George Kennan's "containment" policy proposed __________. a. long-term neutrality for the United States with respect to European affairs b. a series of aggressive maneuvers toward the Soviet Union c. efforts to stop the expansion of Russian control and communism d. a return to prewar isolationist policies e. a coup to replace communism with democracy in Europe and Asia Answer: C Difficulty: 2 – Moderate Question ID: TB_28_06_Containment_Remember_LO 28.2 Topic: Containment Skill: Remember the Facts Objective: 28.2 What was containment, and why was it adopted?

7) In 1946 and 1947, conflict in which countries caused the Truman administration to worry about the rise of Soviet power and the spread of communism around the globe? a. Egypt and Iran b. Sweden and Norway c. Belgium and France d. Vietnam and Japan e. Greece and Turkey Answer: E 448 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_28_07_Containment_Remember_LO 28.2 Topic: Containment Skill: Remember the Facts Objective: 28.2 What was containment, and why was it adopted?

8) The Truman Doctrine stated that American policy would be to __________. a. remain isolated from European and Asian affairs b. take a more active part in rebuilding the war-ravaged Soviet economy c. use military force to defend China against Soviet aggression d. support free peoples who were resisting the Soviet Union or its surrogates e. help create democratic governments in the emerging nations of Africa Answer: D Difficulty: 2 – Moderate Question ID: TB_28_08_Containment_Remember_LO 28.2 Topic: Containment Skill: Remember the Facts Objective: 28.2 What was containment, and why was it adopted?

9) The Marshall Plan proposed __________. a. infusing massive amounts of American capital into Western Europe b. bolstering the German army to prevent the spread of communism c. an international effort to stop postwar global inflation d. that all nations should immediately destroy their atomic weapons e. dividing Germany into several areas of military occupation Answer: A Difficulty: 2 – Moderate Question ID: TB_28_09_Containment_Remember_LO 28.2 Topic: Containment Skill: Remember the Facts Objective: 28.2 What was containment, and why was it adopted?

10) The North Atlantic Treaty Organization (NATO) __________. a. gave the Soviet Union more leeway in spreading communism in Europe b. confirmed that the Soviet Union would halt its expansion in Europe and Asia c. assured European countries that the United States would help defend them d. committed the United States to an isolationist policy in the future e. gave the United States the right to import goods tariff-free from Western Europe Answer: C Difficulty: 2 – Moderate Question ID: TB_28_10_Containment_Remember_LO 28.2 Topic: Containment Skill: Remember the Facts Objective: 28.2 What was containment, and why was it adopted?

11) What was the Berlin airlift? a. a state-of-the-art transportation system designed to revive the postwar German economy 449 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. a top-secret method of transporting American spies into and out of the Soviet Union and its satellites c. a military operation to bring supplies to troops and civilians in Soviet-controlled Berlin d. the first plane capable of dropping a hydrogen bomb anywhere in the world e. a mission to bomb Berlin after the Soviet Union cut the city off from American, British, and French forces Answer: C Difficulty: 2 – Moderate Question ID: TB_28_11_Containment_Remember_LO 28.2 Topic: Containment Skill: Remember the Facts Objective: 28.2 What was containment, and why was it adopted?

12) The National Security Act of 1947 established the __________. a. American embassy in Moscow b. Navy SEALs c. Air Force d. Department of Homeland Security e. Central Intelligence Agency Answer: E Difficulty: 2 – Moderate Question ID: TB_28_12_The Cold War Expands_Remember_LO 28.3 Topic: The Cold War Expands Skill: Remember the Facts Objective: 28.3 How did the Cold War expand from Europe to Asia?

13) As a result of Cold War military reforms, the __________ became the dominant branch of the American armed forces. a. Navy b. Army c. National Guard d. Marines e. Air Force Answer: E Difficulty: 2 – Moderate Question ID: TB_28_13_The Cold War Expands_Remember_LO 28.3 Topic: The Cold War Expands Skill: Remember the Facts Objective: 28.3 How did the Cold War expand from Europe to Asia?

14) After the Soviet Union exploded its first atomic bomb, Truman appointed a committee to explore the possibility of __________. a. using biological weapons b. building a hydrogen bomb c. improving stealth planes d. experimenting on people to create "supersoldiers" e. sabotaging Soviet efforts to improve their weapons arsenal 450 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: B Difficulty: 2 – Moderate Question ID: TB_28_14_The Cold War Expands_Remember_LO 28.3 Topic: The Cold War Expands Skill: Remember the Facts Objective: 28.3 How did the Cold War expand from Europe to Asia?

15) The defense policy statement known as NSC-68 __________. a. proposed to cut funding from the American military b. advocated a massive expansion of the American military c. allocated funds to Western Europe to combat the threat of communism d. prohibited the development of the hydrogen bomb e. emphasized the need to rely on diplomacy to deal with the Soviets Answer: B Difficulty: 2 – Moderate Question ID: TB_28_15_The Cold War Expands_Remember_LO 28.3 Topic: The Cold War Expands Skill: Remember the Facts Objective: 28.3 How did the Cold War expand from Europe to Asia?

16) Where did the showdown in Asia occur between the United States and the Soviet Union? a. China b. Japan c. Thailand d. Korea e. Cambodia Answer: D Difficulty: 2 – Moderate Question ID: TB_28_16_The Cold War Expands_Remember_LO 28.3 Topic: The Cold War Expands Skill: Remember the Facts Objective: 28.3 How did the Cold War expand from Europe to Asia?

17) General MacArthur gave President Truman erroneous advice during the Korean War when he advised Truman to __________. a. authorize an invasion of North Korea because he thought that China would not attack U.S. troops b. retreat from the 38th parallel into the safety of South Korea because he thought China would attack c. withdraw troops from Korea altogether because he thought that China and the Soviet Union would obliterate the U.S. forces d. use diplomacy to negotiate peace because he thought military efforts would be ineffective e. drop an atom bomb on Seoul because he thought the Chinese would then be afraid to occupy the city Answer: A Difficulty: 2 – Moderate Question ID: TB_28_17_The Cold War Expands_Remember_LO 28.3 Topic: The Cold War Expands Skill: Remember the Facts Objective: 28.3 How did the Cold War expand from Europe to Asia?

451 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 18) In 1948, President Truman tried to __________. a. win the presidential election with the worst smear campaign in U.S. history b. merge the Democratic and Republican parties in his support c. convert the entire Democratic party into Dixiecrats d. abolish New Deal programs that upset conservatives e. perpetuate New Deal legislation Answer: E Difficulty: 2 – Moderate Question ID: TB_28_18_The Cold War at Home_Remember_LO 28.4 Topic: The Cold War at Home Skill: Remember the Facts Objective: 28.4 How did the Cold War affect life in America?

19) The Taft-Hartley Act was a 1947 bill that outlawed __________. a. some labor union activities b. the formation of labor unions c. racial discrimination in hiring practices d. gender discrimination in hiring practices e. many child labor practices Answer: A Difficulty: 2 – Moderate Question ID: TB_28_19_The Cold War at Home_Remember_LO 28.4 Topic: The Cold War at Home Skill: Remember the Facts Objective: 28.4 How did the Cold War affect life in America?

20) The most famous disclosure of espionage activities in the U.S. government in the late 1940s involved the case of __________. a. Alger Hiss b. Richard Nixon c. George C. Marshall d. Thomas E. Dewey e. Henry A. Wallace Answer: A Difficulty: 2 – Moderate Question ID: TB_28_20_The Cold War at Home_Remember_LO 28.4 Topic: The Cold War at Home Skill: Remember the Facts Objective: 28.4 How did the Cold War affect life in America?

21) Julius and Ethel Rosenberg __________. a. helped the CIA break a Soviet spy ring in the United States b. were executed for passing American atomic secrets to the Soviet Union c. were responsible for exposing Alger Hiss as a communist d. admitted to being responsible for heinous war crimes during the Korean War e. were American spies who shared valuable information about the Soviet Union 452 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: B Difficulty: 2 – Moderate Question ID: TB_28_21_The Cold War at Home_Remember_LO 28.4 Topic: The Cold War at Home Skill: Remember the Facts Objective: 28.4 How did the Cold War affect life in America?

22) Joseph McCarthy led the crusade against alleged __________ in American government during the 1950s. a. embezzlers b. interventionists c. communists d. racists e. isolationists Answer: C Difficulty: 1 – Easy Question ID: TB_28_22_The Cold War at Home_Remember_LO 28.4 Topic: The Cold War at Home Skill: Remember the Facts Objective: 28.4 How did the Cold War affect life in America?

23) Which political party made significant gains in Washington in the 1950s, capturing the presidency in 1952? a. the Republican party b. the Democratic party c. the Libertarian party d. the Dixiecrats e. the Progressive party Answer: A Difficulty: 1 – Easy Question ID: TB_28_23_The Cold War at Home_Remember_LO 28.4 Topic: The Cold War at Home Skill: Remember the Facts Objective: 28.4 How did the Cold War affect life in America?

24) What was Eisenhower's major campaign pledge? a. to bolster the economy with thousands of new jobs b. to support labor unions in their fight for fair employment laws c. to destroy the Soviet Union d. to stop the creation of weapons of mass destruction e. to end the Korean War Answer: E

453 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_28_24_The Cold War at Home_Remember_LO 28.4 Topic: The Cold War at Home Skill: Remember the Facts Objective: 28.4 How did the Cold War affect life in America?

25) What were the big issues of the 1952 presidential campaign? a. the economy, labor reform, and family values b. the economy and the Korean War c. labor reform and communism d. the Korean War, communism, and government corruption e. government corruption, the economy, and civil rights Answer: E Difficulty: 2 – Moderate Question ID: TB_28_25_The Cold War at Home_Remember_LO 28.4 Topic: The Cold War at Home Skill: Remember the Facts Objective: 28.4 How did the Cold War affect life in America?

26) How did the Allies decide to split up the reparations in postwar Germany? a. The Soviet Union would take all the war reparations from Germany. b. The United States would take all the war reparations from Germany. c. Each country would take reparations from its own occupation zone. d. Each country would take reparations from every section of Germany. e. No country would take war reparations from Germany.

Answer: C Difficulty: 2 – Moderate Question ID: TB_28_26_Introduction—The Potsdam Summit_Understand Topic: Introduction—The Potsdam Summit Skill: Understand the Connections Objective: N/A 27) The Soviet Union first learned of the American atomic bomb __________. a. from President Roosevelt during the Yalta Conference b. at the Potsdam Conference c. when Truman invited Stalin to see a film of a test d. through the use of espionage e. when the first one was dropped on Hiroshima Answer: D Difficulty: 2 – Moderate Question ID: TB_28_27_The Cold War Begins_Understand_LO 28.1 Topic: The Cold War Begins Skill: Understand the Connections Objective: 28.1 How did the Cold War begin?

28) What effect would the Baruch Plan have had on America? a. It would have given the United States a monopoly on atomic weapons.

454 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. It would have neutralized America's military advantage. c. It would have returned the United States to isolationist foreign policies. d. It would have had a catastrophic effect on the American military. e. It would have greatly decreased American power overseas.

Answer: A Difficulty: 2 – Moderate Question ID: TB_28_28_The Cold War Begins_Understand_LO 28.1 Topic: The Cold War Begins Skill: Understand the Connections Objective: 28.1 How did the Cold War begin?

29) The Soviet Union approached disarmament discussions after World War II with a plan to __________. a. gradually reduce the number of weapons of mass destruction b. give atomic bombs to all the countries in the United Nations c. destroy all existing atomic bombs and ban the production of new ones d. give the United States a military advantage so it could serve as an international peacekeeping force e. give Russia the world's only atomic bombs so it could serve as an international peacekeeping force Answer: C Difficulty: 2 – Moderate Question ID: TB_28_29_The Cold War Begins_Understand_LO 28.1 Topic: The Cold War Begins Skill: Understand the Connections Objective: 28.1 How did the Cold War begin?

30) What was the biggest factor in placing the United States on a collision course with the Soviet Union? a. the American commitment to stopping the spread of communism b. the American commitment to spreading Christianity around the globe c. the American commitment to improving international trade d. the Soviet commitment to improving international trade e. the Soviet commitment to spreading Catholicism around the globe Answer: A Difficulty: 2 – Moderate Question ID: TB_28_30_Containment_Understand_LO 28.2 Topic: Containment Skill: Understand the Connections Objective: 28.2 What was containment, and why was it adopted?

31) Why were people in Italy and France voting for communist parties in 1947? a. They were drawn to the irresistibly charismatic communist leaders. b. They felt discontent due to economic problems and food shortages. c. They were responding to pressure and threats from the Soviet Union. d. They wanted to defy the American anticommunist attitude. e. There were few other organized political parties in postwar Europe.

Answer: B 455 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_28_31_Containment_Understand_LO 28.2 Topic: Containment Skill: Understand the Connections Objective: 28.2 What was containment, and why was it adopted?

32) What effect did the Marshall Plan have? a. It had very little effect because it was not carried out effectively. b. It inspired the Soviet Union to continue to expand its communist empire. c. It succeeded in forcing the Soviet Union to stop expanding its communist empire. d. It failed to revive the sagging postwar economies of Western Europe. e. It led to a successful financial recovery in Western Europe.

Answer: E Difficulty: 2 – Moderate Question ID: TB_28_32_Containment_Understand_LO 28.2 Topic: Containment Skill: Understand the Connections Objective: 28.2 What was containment, and why was it adopted?

33) The North Atlantic Treaty Organization was formed due to __________. a. European fears of Soviet military aggression b. European fears of American military aggression c. American fears of Chinese military aggression d. Soviet fears of Chinese military aggression e. Soviet fears of American military aggression Answer: A Difficulty: 2 – Moderate Question ID: TB_28_33_Containment_Understand_LO 28.2 Topic: Containment Skill: Understand the Connections Objective: 28.2 What was containment, and why was it adopted?

34) What effect did the formation of NATO have on the Cold War? a. It changed the Cold War into a full-scale military confrontation. b. It intensified Russian fears of the West and escalated the Cold War. c. It had no effect on the Cold War. d. It decreased Russian fears of the West and lessened the intensity of the Cold War. e. It dissolved the tensions between Russia and the United States and ended the Cold War. Answer: B Difficulty: 2 – Moderate Question ID: TB_28_34_Containment_Understand_LO 28.2 Topic: Containment Skill: Understand the Connections Objective: 28.2 What was containment, and why was it adopted?

35) In order to test the resolve of his American, British, and French opponents, in 1948 Stalin __________.

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Brands, American Stories 3e Test Bank a. tested his first atom bomb b. invaded China c. invaded France d. initiated a blockade of Berlin e. began shooting down American planes over Germany Answer: D Difficulty: 2 – Moderate Question ID: TB_28_35_Containment_Understand_LO 28.2 Topic: Containment Skill: Understand the Connections Objective: 28.2 What was containment, and why was it adopted?

36) The passage of the National Security Act in 1947 __________. a. indicated America's desire to decrease its military strength b. acted to coordinate and unify America's military establishment c. served only to further divide the Defense Department d. weakened the intelligence-gathering capabilities of the United States e. added unnecessary bureaucracy to matters of defense Answer: B Difficulty: 2 – Moderate Question ID: TB_28_36_The Cold War Expands_Understand_LO 28.3 Topic: The Cold War Expands Skill: Understand the Connections Objective: 28.3 How did the Cold War expand from Europe to Asia?

37) The defense policy known as NSC-68 was based on the premise that __________. a. isolationism should continue to be a major part of American foreign policy b. appeasement of aggressive foreign powers should continue to be a major part of American foreign policy c. the Soviet Union wanted to take over the world and was a threat to the United States d. military spending was out of control and needed to be curbed immediately e. the United States was now so powerful that it did not need to worry about threats from foreign powers Answer: C Difficulty: 2 – Moderate Question ID: TB_28_37_The Cold War Expands_Understand_LO 28.3 Topic: The Cold War Expands Skill: Understand the Connections Objective: 28.3 How did the Cold War expand from Europe to Asia?

38) Around the time of the Chinese Civil War, Chiang Kai-shek's Nationalists __________. a. lost support due to rampant government corruption and extreme inflation b. lost support due to the violence of his government's repression of the Chinese c. gained support because the Chinese middle class was finally flourishing d. gained support because of Chiang's pledge to end government corruption e. had already long since faded as a factor in the Chinese political world Answer: A 457 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_28_38_The Cold War Expands_Understand_LO 28.3 Topic: The Cold War Expands Skill: Understand the Connections Objective: 28.3 How did the Cold War expand from Europe to Asia?

39) How did the United States react to the 1950 treaty between Stalin and Mao? a. It congratulated Stalin and Mao on their treaty and offered to join their new alliance. b. It openly threatened Stalin with war if he contributed to the spread of communism in Asia. c. It warned the Soviet Union to stay out of East Asian politics. d. It wanted to keep its alliance with China and sought to make peace with the new regime. e. It refused to recognize the new Chinese regime and focused on Japan as its main ally in Asia.

Answer: E Difficulty: 2 – Moderate Question ID: TB_28_39_The Cold War Expands_Understand_LO 28.3 Topic: The Cold War Expands Skill: Understand the Connections Objective: 28.3 How did the Cold War expand from Europe to Asia?

40) After General MacArthur's victory at Inchon, Korea, Truman __________. a. ordered UN troops to cross the Yellow Sea and attack China b. ordered UN troops not to advance beyond the 38th parallel c. withdrew UN troops from Korea because he had made his point to Stalin d. shifted his military goal from restoring the 38th parallel to unifying Korea by force e. declared the Korean War over with a UN victory Answer: D Difficulty: 2 – Moderate Question ID: TB_28_40_The Cold War Expands_Understand_LO 28.3 Topic: The Cold War Expands Skill: Understand the Connections Objective: 28.3 How did the Cold War expand from Europe to Asia?

41) What was the most significant result of the Korean War? a. It vindicated the United States in the eyes of the world. b. It succeeded in unifying Korea for thirty years. c. The war brought about massive American rearmament. d. The war reinforced Truman's popularity with the American people. e. It inhibited further expansionism on the part of the Soviet Union.

Answer: C Difficulty: 2 – Moderate Question ID: TB_28_41_The Cold War Expands_Understand_LO 28.3 Topic: The Cold War Expands Skill: Understand the Connections Objective: 28.3 How did the Cold War expand from Europe to Asia?

42) Truman won the 1948 election because of the way he handled __________. a. the Cold War 458 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. labor issues c. inflation d. the Korean War e. New Deal reforms Answer: A Difficulty: 2 – Moderate Question ID: TB_28_42_The Cold War Expands_Understand_LO 28.3 Topic: The Cold War Expands / The Cold War at Home Skill: Understand the Connections Objective: 28.3 How did the Cold War expand from Europe to Asia?, 28.4 How did the Cold War affect life in America?

43) Truman's prospects in the 1948 election looked __________. a. very promising because he had successfully kept inflation down after World War II b. promising because he unified Democrats and even some GOP leaders in his support c. promising because he remained wildly popular with the public throughout his term d. bleak because Democratic support had been split among several candidates e. bleak because he lacked the funds to travel the country and garner support Answer: D Difficulty: 2 – Moderate Question ID: TB_28_43_The Cold War at Home_Understand_LO 28.4 Topic: The Cold War at Home Skill: Understand the Connections Objective: 28.4 How did the Cold War affect life in America?

44) Why did Truman establish the Loyalty Review Board? a. to interrogate citizens suspected of being political activists b. to investigate government employees as potential communists c. to investigate accusations of cowardice and treason in the military d. to reward veterans of the Korean War for bravery and valor e. to appoint campaign contributors to positions of power Answer: B Difficulty: 2 – Moderate Question ID: TB_28_44_The Cold War at Home_Understand_LO 28.4 Topic: The Cold War at Home Skill: Understand the Connections Objective: 28.4 How did the Cold War affect life in America?

45) How did Joseph McCarthy develop such power over his fellow senators? a. He physically threatened them. b. He blackmailed them. c. He instilled fear in them. d. He bribed them with campaign contributions. e. He was wildly popular with both the president and the people.

Answer: C 459 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_28_45_The Cold War at Home_Understand_LO 28.4 Topic: The Cold War at Home Skill: Understand the Connections Objective: 28.4 How did the Cold War affect life in America?

46) How did President Eisenhower deal with Joseph McCarthy? a. He asked McCarthy to investigate military officers. b. He ordered McCarthy to focus on celebrities, not government employees. c. He openly attacked McCarthy and quickly ended his career. d. He gave McCarthy his unconditional support. e. He waited for McCarthy's zeal to be his own undoing.

Answer: E Difficulty: 2 – Moderate Question ID: TB_28_46_The Cold War at Home_Understand_LO 28.4 Topic: The Cold War at Home Skill: Understand the Connections Objective: 28.4 How did the Cold War affect life in America?

47) What was one effect of McCarthyism? a. a political and cultural conformity that discouraged dissent b. an expansion of the defense of freedom of speech rights c. an intellectual revolution that encouraged new ideas d. a drop in literacy rates among American youth e. a wider appreciation of diversity in the United States Answer: A Difficulty: 2 – Moderate Question ID: TB_28_47_The Cold War at Home_Understand_LO 28.4 Topic: The Cold War at Home Skill: Understand the Connections Objective: 28.4 How did the Cold War affect life in America?

48) Why did the United States implement the Marshall Plan? a. to strengthen the U.S. military and win the arms race b. to prevent Civil War in China and stop the spread of communism c. to placate Stalin and end the Cold War d. to improve the Western European economy and stop the spread of communism e. to convince the American public to engage in open war with the Soviet Union Answer: D Difficulty: 2 – Moderate Question ID: TB_28_48_Containment_Analyze_LO 28.2 Topic: Containment Skill: Analyze It Objective: 28.2 What was containment, and why was it adopted?

49) The U.S. intervention in China differed from its intervention in Korea because the United States __________.

460 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank a. could only respond with diplomacy in the Chinese conflict, but gave supplies and funds to North Korea b. responded with all-out war in China, but refused to get involved in the Korean conflict c. extracted itself from the conflict when civil war broke out in China but sent troops to South Korea's aid d. sent troops to China when civil war broke out, but only sent money to South Korea when the violence began e. intervened with diplomatic efforts and supplies in North Korea, but did not intervene in any way in China's civil war Answer: C Difficulty: 2 – Moderate Question ID: TB_28_49_The Cold War Expands_Analyze_LO 28.3 Topic: The Cold War Expands Skill: Analyze It Objective: 28.3 How did the Cold War expand from Europe to Asia?

50) Which statement best describes the transition from war to peace in America after World War II? a. The transition caused inflation and labor unrest. b. The transition was an exceptionally smooth one. c. The transition solved the wartime economic problems. d. The transition was a period of contentment for the American people. e. The transition gave Democrats an advantage over Republicans in the next elections.

Answer: A Difficulty: 2 – Moderate Question ID: TB_28_50_The Cold War at Home_Analyze_LO 28.4 Topic: The Cold War at Home Skill: Analyze It Objective: 28.4 How did the Cold War affect life in America?

Essay Questions 51) How did the origins of the Cold War reflect different American and Soviet traditions, as well as their different needs and interests in Europe after World War II? Difficulty: 3 – Difficult Question ID: TB_28_51_The Cold War Begins_Analyze_LO 28.1 Topic: The Cold War Begins Skill: Analyze It Objective: 28.1 How did the Cold War begin?

52) What was the policy of "containment"? Who were its leading proponents, and how did they implement this policy between 1947 and 1950?

Difficulty: 3 – Difficult Question ID: TB_28_52_Containment_Analyze_LO 28.2 Topic: Containment Skill: Analyze It Objective: 28.2 What was containment, and why was it adopted?

53) How did the Cold War bring about reforms in the U.S. military and intelligence establishments in the 1940s and 1950s?

461 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_28_53_The Cold War Expands_Analyze_LO 28.3 Topic: The Cold War Expands Skill: Analyze It Objective: 28.3 How did the Cold War expand from Europe to Asia?

54) Why did Americans become concerned about the loyalty of government officials in the late 1940s?

Why was Senator Joseph McCarthy so popular with the public? What brought about his downfall?

Difficulty: 3 – Difficult Question ID: TB_28_54_The Cold War at Home_Analyze_LO 28.4 Topic: The Cold War at Home Skill: Analyze It Objective: 28.4 How did the Cold War affect life in America?

462 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Chapter 29: Affluence and Anxiety, 1945-1960 Multiple-Choice Questions 1) Who invented the concept of the mass construction of suburban homes? a. William Levitt b. Thurgood Marshall c. Joseph McCarthy d. Norman Vincent Peale e. Reginald Rose Answer: A Difficulty: 1 – Easy Question ID: TB_29_01_Introduction—Levittown—The Flight to the Suburbs_Remember Topic: Introduction—Levittown—The Flight to the Suburbs Skill: Remember the Facts Objective: N/A 2) What group was rigidly excluded from all three Levittowns? a. the middle class b. the working class c. African Americans d. Protestants e. Catholics Answer: C Difficulty: 1 – Easy Question ID: TB_29_02_Introduction—Levittown—The Flight to the Suburbs_Remember Topic: Introduction—Levittown—The Flight to the Suburbs Skill: Remember the Facts Objective: N/A 3) The most significant social trend in postwar America was __________. a. the decline of the nuclear family b. the decrease in the birthrate c. a decline in family size d. the emergence of the drug culture e. the flight to the suburbs Answer: E Difficulty: 2 – Moderate Question ID: TB_29_03_Introduction—Levittown—The Flight to the Suburbs_Remember Topic: Introduction—Levittown—The Flight to the Suburbs Skill: Remember the Facts Objective: N/A 4) The term "baby boom" refers to a significant increase in __________. a. the infant survival rate in America b. the American birthrate c. the amount of money spent on babies 463 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. the popularity of adopting children e. C-section deliveries Answer: B Difficulty: 2 – Moderate Question ID: TB_29_04_Introduction—Levittown—The Flight to the Suburbs_Remember Topic: Introduction—Levittown—The Flight to the Suburbs Skill: Remember the Facts Objective: N/A 5) By 1960, America's gross national product was __________ the 1940 GNP. a. less than half of b. about 10 percent less than c. about the same as d. about 50 percent higher than e. more than double Answer: E Difficulty: 2 – Moderate Question ID: TB_29_05_The Postwar Boom_Remember_LO 29.1 Topic: The Postwar Boom Skill: Remember the Facts Objective: 29.1 How did the American economy evolve after World War II? 6) Which section of the nation benefited the most from the economic boom of the 1950s? a. the Hawaiian Islands b. the Great Lakes region c. the Midwest d. the Sunbelt states e. New England Answer: D Difficulty: 2 – Moderate Question ID: TB_29_06_The Postwar Boom_Remember_LO 29.1 Topic: The Postwar Boom Skill: Remember the Facts Objective: 29.1 How did the American economy evolve after World War II? 7) Which was critical to life in the suburbs? a. jobs close to the home sites b. efficient public transportation c. the automobile d. American school systems e. air conditioning Answer: C

464 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_29_07_The Postwar Boom_Remember_LO 29.1 Topic: The Postwar Boom Skill: Remember the Facts Objective: 29.1 How did the American economy evolve after World War II? 8) What was Dr. Benjamin Spock's 1946 bestselling book about? a. infant and child care b. public education c. Cold War politics d. dating and marriage e. space travel Answer: A Difficulty: 1 – Easy Question ID: TB_29_08_The Postwar Boom_Remember_LO 29.1 Topic: The Postwar Boom Skill: Remember the Facts Objective: 29.1 How did the American economy evolve after World War II? 9) What was the dominant social theme of 1950s America? a. individualism b. free love c. philanthropy d. consumerism e. political activism Answer: D Difficulty: 2 – Moderate Question ID: TB_29_09_The Good Life?_Remember_LO 29.2 Topic: The Good Life?

Skill: Remember the Facts Objective: 29.2 How did American culture change after the war?

10) An immediate problem for rapidly growing suburban communities was providing adequate __________. a. water supplies b. schools c. waste disposal d. law enforcement e. mass transit Answer: B Difficulty: 2 – Moderate Question ID: TB_29_10_The Good Life?_Remember_LO 29.2 Topic: The Good Life?

Skill: Remember the Facts Objective: 29.2 How did American culture change after the war?

465 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 11) What kind of programming became popular after television stations abandoned live dramatic programs? a. documentaries b. cooking shows c. quiz shows d. talk shows e. reality television Answer: C Difficulty: 2 – Moderate Question ID: TB_29_11_The Good Life?_Remember_LO 29.2 Topic: The Good Life?

Skill: Remember the Facts Objective: 29.2 How did American culture change after the war?

12) The "beats" were __________. a. jazz musicians who experimented with folk music b. a light rock group popular on 50s-era TV variety shows c. writers and poets who rebelled against materialistic 1950s values d. a motorcycle gang whose members included Jack Kerouac and James Dean e. a group of talented screenplay writers in the early days of television Answer: C Difficulty: 2 – Moderate Question ID: TB_29_12_The Good Life?_Remember_LO 29.2 Topic: The Good Life?

Skill: Remember the Facts Objective: 29.2 How did American culture change after the war?

13) What artistic movement is associated with the "beats"? a. abstract expressionism b. postmodernism c. cubism d. realism e. pointillism Answer: A Difficulty: 2 – Moderate Question ID: TB_29_13_The Good Life?_Remember_LO 29.2 Topic: The Good Life?

Skill: Remember the Facts Objective: 29.2 How did American culture change after the war?

14) The first president to attempt seriously to alter the historic pattern of racial discrimination in the United States was __________. a. Harry Truman b. Franklin D. Roosevelt c. Theodore Roosevelt d. John F. Kennedy e. Herbert Hoover 466 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 2 – Moderate Question ID: TB_29_14_The Struggle over Civil Rights_Remember_LO 29.3 Topic: The Struggle over Civil Rights Skill: Remember the Facts Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

15) By 1960, the most racially integrated institution in American society was __________. a. the public high school system b. the private university system c. corporate America d. the armed forces e. the Protestant churches Answer: D Difficulty: 2 – Moderate Question ID: TB_29_15_The Struggle over Civil Rights_Remember_LO 29.3 Topic: The Struggle over Civil Rights Skill: Remember the Facts Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

16) What was the first focus of NAACP efforts to end segregation practices? a. kindergartens b. elementary schools c. middle schools d. high schools e. universities Answer: E Difficulty: 2 – Moderate Question ID: TB_29_16_The Struggle over Civil Rights_Remember_LO 29.3 Topic: The Struggle over Civil Rights Skill: Remember the Facts Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

17) In Brown v. Board of Education of Topeka, the Supreme Court ruled that school segregation __________. a. was acceptable as long as the schools were actually equal b. could not be banned as long as local voters supported it c. violated the Fourteenth Amendment by creating feelings of inferiority and inequality d. was necessary in order to foster a strong sense of racial identity among students e. was protected by the Fourteenth Amendment to the Constitution Answer: C Difficulty: 2 – Moderate Question ID: TB_29_17_The Struggle over Civil Rights_Remember_LO 29.3 Topic: The Struggle over Civil Rights Skill: Remember the Facts Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

467 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 18) By 1960, what percentage of black children in the Deep South were attending schools with whites? a. less than 1 percent b. 10 percent c. 25 percent d. 45 percent e. more than 50 percent Answer: A Difficulty: 2 – Moderate Question ID: TB_29_18_The Struggle over Civil Rights_Remember_LO 29.3 Topic: The Struggle over Civil Rights Skill: Remember the Facts Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

19) Who were the Little Rock Nine? a. black war heroes from Little Rock, Arkansas b. black students at a recently desegregated high school in Little Rock, Arkansas c. a group of black political activists from Little Rock, Arkansas d. nine black men who were murdered by white supremacists in Little Rock, Arkansas e. nine white police officers accused of brutality against black citizens in Little Rock Answer: B Difficulty: 2 – Moderate Question ID: TB_29_19_The Struggle over Civil Rights_Remember_LO 29.3 Topic: The Struggle over Civil Rights Skill: Remember the Facts Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

20) Who inspired the Montgomery bus boycott? a. Martin Luther King, Jr. b. Ella Baker c. Rosa Parks d. Thurgood Marshall e. Orval Faubus Answer: C Difficulty: 1 – Easy Question ID: TB_29_20_The Struggle over Civil Rights_Remember_LO 29.3 Topic: The Struggle over Civil Rights Skill: Remember the Facts Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

21) Who led the Montgomery bus boycott? a. Martin Luther King, Jr. b. Ella Baker c. Rosa Parks d. Thurgood Marshall e. Bayard Rustin 468 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: A Difficulty: 1 – Easy Question ID: TB_29_21_The Struggle over Civil Rights_Remember_LO 29.3 Topic: The Struggle over Civil Rights Skill: Remember the Facts Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

22) Martin Luther King, Jr. founded the __________ to obtain civil rights for African Americans. a. Black Panther Party for Self-Defense b. Fair Employment Practices Committee c. National Association for the Advancement of Colored People d. Southern Christian Leadership Conference e. Urban League Answer: D Difficulty: 2 – Moderate Question ID: TB_29_22_The Struggle over Civil Rights_Remember_LO 29.3 Topic: The Struggle over Civil Rights Skill: Remember the Facts Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

23) Which of the following famous men had the greatest influence on the philosophy of Martin Luther King, Jr? a. George Washington b. Napoleon Bonaparte c. Fidel Castro d. Niccolo Machiavelli e. Mahatma Gandhi Answer: E Difficulty: 2 – Moderate Question ID: TB_29_23_The Struggle over Civil Rights_Remember_LO 29.3 Topic: The Struggle over Civil Rights Skill: Remember the Facts Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

24) Martin Luther King, Jr.'s philosophy advocated __________. a. immigration to Africa rather than trying to gain rights in the United States b. acceptance of discrimination until the courts could act properly c. the use of violence to get the nation's attention for his cause d. the use of violence as the only way to gain equality in U.S. society e. nonviolent, passive resistance to unjust laws Answer: E Difficulty: 1 – Easy Question ID: TB_29_24_The Struggle over Civil Rights_Remember_LO 29.3 Topic: The Struggle over Civil Rights Skill: Remember the Facts Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

469 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank 25) What organization was formed in 1960 as a result of "sit-in" demonstrations? a. the Black Panther Party for Self-Defense b. the Student Nonviolent Coordinating Committee c. the Southern Christian Leadership Conference d. the Urban League e. the Little Rock Nine Answer: B Difficulty: 2 – Moderate Question ID: TB_29_25_The Struggle over Civil Rights_Remember_LO 29.3 Topic: The Struggle over Civil Rights Skill: Remember the Facts Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

26) The 1950s in America were characterized by __________. a. a lower standard of living b. migration from the suburbs to urban areas c. unprecedented restraint on consumerism d. a new affluence and a thriving economy e. economic recession and inflation Answer: D Difficulty: 2 – Moderate Question ID: TB_29_26_Introduction—Levittown—The Flight to the Suburbs_Understand Topic: Introduction—Levittown—The Flight to the Suburbs Skill: Understand the Connections Objective: N/A 27) Why did some people criticize American suburban life? a. They accused suburban families of snobbery, since only the wealthy could live there. b. They thought the houses were built with substandard materials and craftsmanship. c. They disliked the conformity and uniformity of suburban life. d. They were afraid that a mass exodus to the suburbs would harm city economies. e. They worried about the pollution generated by suburban automobile commuters.

Answer: C Difficulty: 2 – Moderate Question ID: TB_29_27_Introduction—Levittown—The Flight to the Suburbs_Understand Topic: Introduction—Levittown—The Flight to the Suburbs Skill: Understand the Connections Objective: N/A 28) Which of the following was an important stimulus to American economic growth in the late 1940s and early 1950s? a. direct government aid to industrial development b. the surplus of consumer goods left over from World War II c. heavy government spending during the Cold War d. the American public’s debt that remained from overspending in previous decades e. huge exports to foreign countries in Europe and Asia 470 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_29_28_The Postwar Boom_Understand_LO 29.1 Topic: The Postwar Boom Skill: Understand the Connections Objective: 29.1 How did the American economy evolve after World War II? 29) The economic abundance of the 1950s __________. a. benefited all geographic regions of the country equally b. virtually erased unemployment in the United States c. did not benefit the steel industry and agriculture as much as other industries d. had very little effect on the American public outside of the upper class e. led to a surprising racial equality Answer: C Difficulty: 2 – Moderate Question ID: TB_29_29_The Postwar Boom_Understand_LO 29.1 Topic: The Postwar Boom Skill: Understand the Connections Objective: 29.1 How did the American economy evolve after World War II? 30) A change in labor practice that came about in the postwar era was that most people __________. a. started getting less than two weeks of vacation each year b. began working less than 40 hours each week c. began working on Saturdays until noon d. started working on Sundays after noon e. sent their teenagers to work for more disposable income Answer: B Difficulty: 2 – Moderate Question ID: TB_29_30_The Postwar Boom_Understand_LO 29.1 Topic: The Postwar Boom Skill: Understand the Connections Objective: 29.1 How did the American economy evolve after World War II? 31) The new American suburbs of the 1950s __________. a. were too expensive for most young couples b. allowed only upper-class inhabitants c. were mainly inhabited by working-class families d. showed a surprising occupational diversity among inhabitants e. were typically open to all races and religions Answer: D Difficulty: 2 – Moderate Question ID: TB_29_31_The Postwar Boom_Understand_LO 29.1 Topic: The Postwar Boom Skill: Understand the Connections Objective: 29.1 How did the American economy evolve after World War II? 32) How did the drive-in culture of the 1950s change the way America shopped?

471 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank a. People shopped less often because traffic became a problem. b. Consumers began driving across state lines to avoid sales taxes. c. Consumers began buying products in bulk. d. Delivery services replaced shopping excursions. e. Shopping centers and malls were built all over the country.

Answer: E Difficulty: 2 – Moderate Question ID: TB_29_32_The Postwar Boom_Understand_LO 29.1 Topic: The Postwar Boom Skill: Understand the Connections Objective: 29.1 How did the American economy evolve after World War II? 33) What was a drawback of suburban life for the family? a. Many families were torn apart by pressure to conform to suburban expectations. b. Many young families had to share their homes with extended family members. c. Many parents were too focused on earning money to make time for family bonding. d. Many people had only infrequent contact with extended family members. e. Many children received little attention from their hardworking parents.

Answer: D Difficulty: 2 – Moderate Question ID: TB_29_33_The Postwar Boom_Understand_LO 29.1 Topic: The Postwar Boom Skill: Understand the Connections Objective: 29.1 How did the American economy evolve after World War II? 34) People's attitude toward organized religion in the 1950s was __________. a. incredibly positive, and religious affiliation boomed b. negative, and churches lost large numbers of members c. that it was not as important in their lives as in the lives of previous generations d. that it was the only way to deal with the emotional stress of the Cold War e. that it was something they simply did not have time for as life became more hectic Answer: A Difficulty: 2 – Moderate Question ID: TB_29_34_The Good Life?_Understand_LO 29.2 Topic: The Good Life?

Skill: Understand the Connections Objective: 29.2 How did American culture change after the war?

35) Why did the government increase federal funding for science education in 1957? a. The country was starting to favor science over religion. b. The country became more interested in electronic gadgets. c. It was responding to the Soviet Union's launch of Sputnik. d. It was responding to critics of "progressive" education. e. It was responding to working-class criticisms of public education.

Answer: C 472 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_29_35_The Good Life?_Understand_LO 29.2 Topic: The Good Life?

Skill: Understand the Connections Objective: 29.2 How did American culture change after the war?

36) In the 1950s, Americans experienced a contradiction in __________. a. their apparent obsession with technology but reluctance to embrace television b. their growing commitment to organized religion while they had less time for church activities c. moving to the suburbs yet longing for the excitement and opportunities found in cities d. saying they feared the onset of another Great Depression but refusing to spend the money needed to bolster the economy e. denouncing the Soviet Union for human rights violations while discriminating against African Americans Answer: E Difficulty: 2 – Moderate Question ID: TB_29_36_The Struggle over Civil Rights_Understand_LO 29.3 Topic: The Struggle over Civil Rights Skill: Understand the Connections Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

37) The Truman administration failed to pass any civil rights legislation because __________. a. Truman himself secretly worked to defeat its passage b. most people said the civil rights movement was a communist plot c. black voters had traditionally backed the Republican Party d. southern politicians managed to block the legislation e. controversial social change during the Cold War could be divisive and dangerous Answer: D Difficulty: 2 – Moderate Question ID: TB_29_37_The Struggle over Civil Rights_Understand_LO 29.3 Topic: The Struggle over Civil Rights Skill: Understand the Connections Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

38) During the Truman administration, __________. a. voting discrimination against African Americans came to an end b. public schools were desegregated in many states c. an order for desegregation of the armed forces was issued d. Congress established a permanent civil rights commission e. the Civil Rights Division of the Justice Department was weakened Answer: C Difficulty: 2 – Moderate Question ID: TB_29_38_The Struggle over Civil Rights_Understand_LO 29.3 Topic: The Struggle over Civil Rights Skill: Understand the Connections Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

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Brands, American Stories 3e Test Bank 39) As a result of Brown v. Board of Education of Topeka, __________. a. segregation in the South ended almost immediately b. the slow process of desegregating schools began c. the civil rights movement ended quietly d. African American students were fully accepted by white teachers e. African Americans could finally be teachers in the South Answer: B Difficulty: 2 – Moderate Question ID: TB_29_39_The Struggle over Civil Rights_Understand_LO 29.3 Topic: The Struggle over Civil Rights Skill: Understand the Connections Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

40) How did the Deep South respond to court-ordered desegregation? a. by taking action to end discrimination in schools b. with grudging acceptance of the decisions c. with apathy and passive acceptance d. with massive and widespread resistance e. with violence and threats to once again secede from the Union Answer: D Difficulty: 2 – Moderate Question ID: TB_29_40_The Struggle over Civil Rights_Understand_LO 29.3 Topic: The Struggle over Civil Rights Skill: Understand the Connections Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

41) President Eisenhower's approach to desegregation was to __________. a. actively fight to stop the process b. work behind the scenes to stop the effort c. misunderstand the importance of the issue d. work behind the scenes to support the movement e. publicly support desegregation efforts across the South Answer: D Difficulty: 2 – Moderate Question ID: TB_29_41_The Struggle over Civil Rights_Understand_LO 29.3 Topic: The Struggle over Civil Rights Skill: Understand the Connections Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

42) Why did Eisenhower send 1,000 paratroopers to Little Rock, Arkansas, in 1957? a. to ensure that black students could attend a desegregated school b. to quell a violent race riot resulting from the desegregation of the military c. to investigate a planned terrorist attack from the Soviet Union d. to protect a top secret chemical weapon on its way to Washington, DC e. to arrest hundreds of alleged segregationist activists and supporters Answer: A 474 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_29_42_The Struggle over Civil Rights_Understand_LO 29.3 Topic: The Struggle over Civil Rights Skill: Understand the Connections Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

43) What was the driving force for social change that gained civil rights for African Americans? a. landmark court cases b. presidential intervention c. laws passed by Congress d. the religious revival of the times e. African American activism Answer: E Difficulty: 2 – Moderate Question ID: TB_29_43_The Struggle over Civil Rights_Understand_LO 29.3 Topic: The Struggle over Civil Rights Skill: Understand the Connections Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

44) Rosa Parks was arrested in 1955 because she __________. a. instigated a race riot stemming from the desegregation of schools b. defied a court order by refusing to allow black students in her classroom c. refused to give up her seat on a city bus to a white man d. assaulted a white man who had insulted her on a city bus e. was suspected of being a communist or communist sympathizer Answer: C Difficulty: 1 – Easy Question ID: TB_29_44_The Struggle over Civil Rights_Understand_LO 29.3 Topic: The Struggle over Civil Rights Skill: Understand the Connections Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

45) What was the initial goal of the Montgomery bus boycott? a. to challenge the legality of segregated seating b. to create a semi-segregated seating arrangement on a first-come, first-served basis c. to challenge the racial discrimination in the hiring of bus drivers d. to make the bus fares equal for white and black passengers e. to bring more bus routes to African American neighborhoods Answer: B Difficulty: 2 – Moderate Question ID: TB_29_45_The Struggle over Civil Rights_Understand_LO 29.3 Topic: The Struggle over Civil Rights Skill: Understand the Connections Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

46) The Montgomery bus boycott __________. a. moved Martin Luther King, Jr. away from his philosophy of passive resistance 475 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. sparked an outburst of violence against blacks all over the South c. led to the emergence of Martin Luther King, Jr. as a black civil rights leader d. failed to change Montgomery's strict segregation laws e. ended when President Eisenhower sent in troops to stop the boycott Answer: C Difficulty: 2 – Moderate Question ID: TB_29_46_The Struggle over Civil Rights_Understand_LO 29.3 Topic: The Struggle over Civil Rights Skill: Understand the Connections Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

47) What event prompted a massive wave of "sit-ins" across the country? a. African Americans went on a hunger strike after being refused service at a diner. b. An African American soldier refused to stand and salute an abusive white officer. c. A white restaurant owner assaulted a black customer when she asked to be served in a white area. d. Three African American college students refused to leave a lunch counter after being denied service. e. Three African American women refused to get off a bus after being asked to move to the back.

Answer: D Difficulty: 2 – Moderate Question ID: TB_29_47_The Struggle over Civil Rights_Understand_LO 29.3 Topic: The Struggle over Civil Rights Skill: Understand the Connections Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

48) What effect did memories of the Great Depression have on Americans in the 1950s? a. Many Americans became almost desperately obsessed with gathering material goods. b. Many Americans hoarded their money and refrained from purchasing expensive items, such as homes and cars. c. Many Americans had to be hospitalized for overeating disorders. d. Many Americans donated money to charities rather than engaging in consumerism. e. Many Americans were mistrustful of banks, and this damaged the economy.

Answer: A Difficulty: 2 – Moderate Question ID: TB_29_48_Introduction—Levittown—The Flight to the Suburbs_Analyze Topic: Introduction—Levittown—The Flight to the Suburbs Skill: Analyze It Objective: N/A 49) What effect did postwar life have on women in American society? a. Women tended to get married later, so they had more time to pursue careers outside the home. b. Couples tended to have fewer children, so the focus of many women shifted from childrearing to professional careers. c. Many suburban households included extended family members, so mothers had enough help to more easily pursue professional careers. d. Many women who had joined the workforce during the war returned to the home to assume the more traditional roles of wife and mother.

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Brands, American Stories 3e Test Bank e. Women were expected to maintain their wartime jobs while also meeting social expectations of the "perfect" wife and mother.

Answer: D Difficulty: 2 – Moderate Question ID: TB_29_49_The Postwar Boom_Analyze_LO 29.1 Topic: The Postwar Boom Skill: Analyze It Objective: 29.1 How did the American economy evolve after World War II? 50) How did political activism for African American rights change from the 1950s to the early 1960s? a. Direct, peaceful confrontation replaced reliance on court action. b. Reliance on court action replaced direct, peaceful confrontation. c. Reliance on court action replaced violent means of forcing social change. d. Violent means of forcing social change replaced direct, peaceful confrontation. e. Direct, peaceful confrontation replaced violent means of forcing social change.

Answer: A Difficulty: 2 – Moderate Question ID: TB_29_50_The Struggle over Civil Rights_Analyze_LO 29.3 Topic: The Struggle over Civil Rights Skill: Analyze It Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

Essay Questions 51) Analyze and describe the development of the U.S. economy between 1945 and 1960.

Difficulty: 3 – Difficult Question ID: TB_29_51_The Postwar Boom_Analyze_LO 29.1 Topic: Introduction—Levittown—The Flight to the Suburbs / The Postwar Boom Skill: Analyze It Objective: 29.1 How did the American economy evolve after World War II? 52) Describe American culture in the 1950s. Evaluate the extent to which 1950s culture was influenced by the experiences of the 1930s and 1940s.

Difficulty: 3 – Difficult Question ID: TB_29_52_The Postwar Boom_Analyze_LO 29.1 Topic: Introduction—Levittown—The Flight to the Suburbs / The Postwar Boom / The Good Life?

Skill: Analyze It Objective: 29.1 How did the American economy evolve after World War II?, 29.2 How did American culture change after the war?

53) Describe the beginnings of the civil rights movement in the 1950s, and compare and contrast the different approaches taken by the NAACP and African American activists such as Martin Luther King, Jr.

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_29_53_The Struggle over Civil Rights_Analyze_LO 29.3 Topic: The Struggle over Civil Rights Skill: Analyze It Objective: 29.3 How did the civil rights movement develop in the 1940s and 1950s?

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Brands, American Stories 3e Test Bank Chapter 30: The Turbulent Sixties, 1960-1968 Multiple-Choice Questions 1) What was one major factor that helped Kennedy defeat Nixon in the 1960 presidential election? a. Kennedy's performance in the first televised presidential debate b. Nixon's poor performance in a presidential radio debate c. Kennedy's extensive political experience compared to Nixon's d. Kennedy's warm relationship with the Eisenhower administration e. the fact that the nation was familiar with Kennedy, but Nixon was a newcomer to politics Answer: A Difficulty: 1 – Easy Question ID: TB_30_01_Introduction—Kennedy Versus Nixon—The First Televised Presidentia_Remember Topic: Introduction—Kennedy Versus Nixon—The First Televised Presidential Candidate Debate Skill: Remember the Facts Objective: N/A 2) John F. Kennedy's domestic program was known as the __________. a. Great Society b. New Deal c. Fair Deal d. New Frontier e. Camelot Era Answer: D Difficulty: 1 – Easy Question ID: TB_30_02_Introduction—Kennedy Versus Nixon—The First Televised Presidentia_Remember Topic: Introduction—Kennedy Versus Nixon—The First Televised Presidential Candidate Debate Skill: Remember the Facts Objective: N/A 3) What was Kennedy's top priority when he assumed the office of the presidency? a. civil rights b. foreign policy c. health care d. poverty e. the economy Answer: B Difficulty: 2 – Moderate Question ID: TB_30_03_Kennedy Intensifies the Cold War_Remember_LO 30.1 Topic: Kennedy Intensifies the Cold War Skill: Remember the Facts Objective: 30.1 How did the Cold War intensify under Kennedy?

4) What did President Kennedy do to help South Vietnam in 1961? a. He praised the South Vietnamese government but took no action.

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Brands, American Stories 3e Test Bank b. He sent money and advisers. c. He sent combat troops. d. He threatened North Vietnam. e. He badgered European countries into sending combat troops.

Answer: B Difficulty: 2 – Moderate Question ID: TB_30_04_Kennedy Intensifies the Cold War_Remember_LO 30.1 Topic: Kennedy Intensifies the Cold War Skill: Remember the Facts Objective: 30.1 How did the Cold War intensify under Kennedy?

5) Kennedy's failed 1961 covert operation to overthrow Cuba's Fidel Castro is called __________. a. the Monroe Affair b. the Cuban Missile Crisis c. the Bay of Pigs d. Operation Castro e. the Havana Project Answer: C Difficulty: 1 – Easy Question ID: TB_30_05_Kennedy Intensifies the Cold War_Remember_LO 30.1 Topic: Kennedy Intensifies the Cold War Skill: Remember the Facts Objective: 30.1 How did the Cold War intensify under Kennedy?

6) The Cuban Missile Crisis was a confrontation that came very close to being a nuclear conflict between which two countries? a. Cuba and China b. Cuba and the Dominican Republic c. the United States and China d. the United States and Russia e. Russia and Cuba Answer: D Difficulty: 1 – Easy Question ID: TB_30_06_Kennedy Intensifies the Cold War_Remember_LO 30.1 Topic: Kennedy Intensifies the Cold War Skill: Remember the Facts Objective: 30.1 How did the Cold War intensify under Kennedy?

7) Which individual was an African American appointed to a prominent post in the federal government during the Kennedy administration? a. Philip Randolph b. Thurgood Marshall c. Martin Luther King, Jr. d. Malcolm X e. Stokely Carmichael Answer: B 480 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_30_07_The New Frontier at Home_Remember_LO 30.2 Topic: The New Frontier at Home Skill: Remember the Facts Objective: 30.2 What was the “New Frontier,” and what did it accomplish?

8) What was the 1961 freedom ride? a. a march on Washington in which participants rode bicycles b. a sit-in during which thousands of college students experimented with LSD c. a protest in which thousands of college students blocked the routes of segregated buses and trains d. a protest in which thousands of people crossed the United States on motorcycles e. a protest in which a biracial group tested the desegregation laws on public transportation Answer: E Difficulty: 2 – Moderate Question ID: TB_30_08_The New Frontier at Home_Remember_LO 30.2 Topic: The New Frontier at Home Skill: Remember the Facts Objective: 30.2 What was the “New Frontier,” and what did it accomplish?

9) Who put the most pressure on Kennedy to openly support racial justice? a. Philip Randolph b. Thurgood Marshall c. Martin Luther King, Jr. d. Malcolm X e. Stokely Carmichael Answer: C Difficulty: 1 – Easy Question ID: TB_30_09_The New Frontier at Home_Remember_LO 30.2 Topic: The New Frontier at Home Skill: Remember the Facts Objective: 30.2 What was the “New Frontier,” and what did it accomplish?

10) One of Lyndon Johnson's greatest assets in the White House was his __________. a. ability to persuade Congress b. acclaimed public speaking skills c. polish and sophistication d. excellent relationship with the media e. unassuming presence that caused others to underestimate him Answer: A Difficulty: 2 – Moderate Question ID: TB_30_10_LBJ's Great Society_Remember_LO 30.3 Topic: LBJ's Great Society Skill: Remember the Facts Objective: 30.3 What were Johnson’s domestic priorities and what were his achievements?

11) When Johnson became president after the assassination of Kennedy in 1963, what did he focus on first?

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Brands, American Stories 3e Test Bank a. ending the cold war b. passing JFK's tax cuts and civil rights bill c. escalating the war in Vietnam d. boosting the military e. bolstering international relationships Answer: B Difficulty: 2 – Moderate Question ID: TB_30_11_LBJ's Great Society_Remember_LO 30.3 Topic: LBJ's Great Society Skill: Remember the Facts Objective: 30.3 What were Johnson’s domestic priorities and what were his achievements?

12) Lyndon Johnson's main theme in the presidential election of 1964 was __________. a. rolling back communist gains around the world b. further advances in civil rights c. decreasing the size of the federal government d. winning the cold war e. ending poverty in America Answer: E Difficulty: 2 – Moderate Question ID: TB_30_12_LBJ's Great Society_Remember_LO 30.3 Topic: LBJ's Great Society Skill: Remember the Facts Objective: 30.3 What were Johnson’s domestic priorities and what were his achievements?

13) Lyndon Johnson's reform program was called the __________. a. Fair Deal b. New Frontier c. Great Society d. Great Future e. Morning in America Answer: C Difficulty: 1 – Easy Question ID: TB_30_13_LBJ's Great Society_Remember_LO 30.3 Topic: LBJ's Great Society Skill: Remember the Facts Objective: 30.3 What were Johnson’s domestic priorities and what were his achievements?

14) In his health care program, President Lyndon Johnson secured __________. a. free health care for all Americans b. the Medicare program for the elderly c. more rights for private insurance companies d. a restriction on health benefits for welfare recipients e. a free prescription drug program Answer: B 482 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_30_14_LBJ's Great Society_Remember_LO 30.3 Topic: LBJ's Great Society Skill: Remember the Facts Objective: 30.3 What were Johnson’s domestic priorities and what were his achievements?

15) In 1965, President Lyndon Johnson sent American soldiers to __________ in order to prevent a communist takeover there. a. Cuba b. Argentina c. the Dominican Republic d. Lebanon e. Madagascar Answer: C Difficulty: 2 – Moderate Question ID: TB_30_15_Johnson Escalates the Vietnam War_Remember_LO 30.4 Topic: Johnson Escalates the Vietnam War Skill: Remember the Facts Objective: 30.4 How did Johnson’s Vietnam policy evolve?

16) In Vietnam, American military strategists counted heavily on __________. a. enthusiasm for the war which would generate recruits b. superior American firepower, especially airstrikes c. superior American counterinsurgency tactics d. the overwhelming number of American troops e. the overwhelming support from the Vietnamese people Answer: B Difficulty: 2 – Moderate Question ID: TB_30_16_Johnson Escalates the Vietnam War_Remember_LO 30.4 Topic: Johnson Escalates the Vietnam War Skill: Remember the Facts Objective: 30.4 How did Johnson’s Vietnam policy evolve?

17) The most prominent student protest organization during the sixties was the __________. a. Students of America b. Students for a Democratic Society c. Yippie movement d. Southern Christian Leadership Conference e. Young Republicans Answer: B Difficulty: 2 – Moderate Question ID: TB_30_17_Years of Turmoil_Remember_LO 30.5 Topic: Years of Turmoil Skill: Remember the Facts Objective: 30.5 Why were there protests during the 1960s?

18) What was the main issue that American college students protested during the sixties?

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Brands, American Stories 3e Test Bank a. the election of Lyndon Johnson b. the Vietnam War c. Lyndon Johnson's education policies d. civil rights e. tax increases for the middle class Answer: B Difficulty: 2 – Moderate Question ID: TB_30_18_Years of Turmoil_Remember_LO 30.5 Topic: Years of Turmoil Skill: Remember the Facts Objective: 30.5 Why were there protests during the 1960s?

19) In the spring of 1968, students seized five buildings at __________ for eight days before police regained control. a. Arizona State University b. Duke University c. the University of California at San Francisco d. Harvard University e. Columbia University Answer: E Difficulty: 2 – Moderate Question ID: TB_30_19_Years of Turmoil_Remember_LO 30.5 Topic: Years of Turmoil Skill: Remember the Facts Objective: N30.5 Why were there protests during the 1960s?

20) What was the touchstone of the new counterculture of the sixties? a. literature b. photography c. painting d. film e. music Answer: E Difficulty: 2 – Moderate Question ID: TB_30_20_Years of Turmoil_Remember_LO 30.5 Topic: Years of Turmoil Skill: Remember the Facts Objective: 30.5 Why were there protests during the 1960s?

21) Who advocated "black power" as the leader of the Student Nonviolent Coordinating Committee in the 1960s? a. Martin Luther King, Jr. b. Phillip Randolph c. Stokely Carmichael d. Thurgood Marshall e. Robert Weaver 484 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_30_21_Years of Turmoil_Remember_LO 30.5 Topic: Years of Turmoil Skill: Remember the Facts Objective: 30.5 Why were there protests during the 1960s?

22) Cesar Chavez __________. a. led a communist takeover of Nicaragua in 1969 b. organized a Chicano political movement known as La Raza Unida c. organized California grape and lettuce workers to strike for higher wages d. was the first Hispanic player to be inducted into the Baseball Hall of Fame e. campaigned for bilingual education programs in public schools in California and Texas Answer: C Difficulty: 1 – Easy Question ID: TB_30_22_Years of Turmoil_Remember_LO 30.5 Topic: Years of Turmoil Skill: Remember the Facts Objective: 30.5 Why were there protests during the 1960s?

23) Who wrote the 1963 book The Feminine Mystique? a. Jacqueline Kennedy b. Rosa Parks c. Ella Baker d. Betty Friedan e. Coretta Scott King Answer: D Difficulty: 2 – Moderate Question ID: TB_30_23_Years of Turmoil_Remember_LO 30.5 Topic: Years of Turmoil Skill: Remember the Facts Objective: 30.5 Why were there protests during the 1960s?

24) The turning point of the Vietnam War which convinced U.S. leaders that the war would end in a stalemate was the __________. a. Tet offensive b. Gulf of Tonkin affair c. Battle of Pleiku d. Battle of Haiphong e. massacre at My Lai Answer: A Difficulty: 1 – Easy Question ID: TB_30_24_The Return of Richard Nixon_Remember_LO 30.6 Topic: The Return of Richard Nixon Skill: Remember the Facts Objective: 30.6 How did the Vietnam War influence American politics?

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Brands, American Stories 3e Test Bank 25) Which 1968 presidential candidate cut deeply into Democratic candidate Hubert Humphrey's voter base by running on the American Independent Party ticket? a. Eugene McCarthy b. William Westmoreland c. Timothy Leary d. George C. Wallace e. Huey Newton Answer: D Difficulty: 2 – Moderate Question ID: TB_30_25_The Return of Richard Nixon_Remember_LO 30.6 Topic: The Return of Richard Nixon Skill: Remember the Facts Objective: 30.6 How did the Vietnam War influence American politics?

26) Kennedy secured the African American vote in the 1960 presidential election by __________. a. promising to defend African nations from communism b. promising to appoint an African American as his running mate c. supporting the release of Martin Luther King, Jr. from jail d. publicly criticizing southern Democrats who supported segregation e. being a close personal friend of Stokely Carmichael Answer: C Difficulty: 2 – Moderate Question ID: TB_30_26_Introduction—Kennedy Versus Nixon—The First Televised Presidentia_Understand Topic: Introduction—Kennedy Versus Nixon—The First Televised Presidential Candidate Debate Skill: Understand the Connections Objective: N/A 27) Why did the United States become involved in the conflict between North and South Vietnam in 1961? a. to stop the spread of communism from North Vietnam to South Vietnam b. to gain control of valuable natural resources in South Vietnam c. to honor obligations to Russia from the treaty ending World War II d. to retaliate for North Vietnam's involvement in the Bay of Pigs operation e. to stop South Vietnam's bloody takeover of North Vietnam Answer: A Difficulty: 2 – Moderate Question ID: TB_30_27_Kennedy Intensifies the Cold War_Understand_LO 30.1 Topic: Kennedy Intensifies the Cold War Skill: Understand the Connections Objective: 30.1 How did the Cold War intensify under Kennedy?

28) Why did Kennedy authorize a covert mission in which 1,400 Cuban exiles invaded Cuba? a. to check the island for nuclear weapons b. to topple the regime of Fidel Castro c. to gather information about Castro's relationship with Russian leader Khrushchev d. to steal classified documents related to the conflict in Vietnam 486 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank e. to spark an anticommunist movement among the Cuban people Answer: B Difficulty: 2 – Moderate Question ID: TB_30_28_Kennedy Intensifies the Cold War_Understand_LO 30.1 Topic: Kennedy Intensifies the Cold War Skill: Understand the Connections Objective: 30.1 How did the Cold War intensify under Kennedy?

29) How was the Cuban Missile Crisis resolved? a. Cuba would remove its nuclear missiles in exchange for America's promise not to attack Russia. b. America would remove its nuclear missiles from Cuba in exchange for Russian promises not to aid North Vietnam. c. America would remove its nuclear missiles from Cuba in exchange for Russia's promise not to invade Cuba. d. Russia would remove its nuclear missiles from Cuba in exchange for America's promise not to invade North Vietnam. e. Russia would remove its nuclear missiles from Cuba in exchange for America's promise not to invade Cuba.

Answer: E Difficulty: 2 – Moderate Question ID: TB_30_29_Kennedy Intensifies the Cold War_Understand_LO 30.1 Topic: Kennedy Intensifies the Cold War Skill: Understand the Connections Objective: 30.1 How did the Cold War intensify under Kennedy?

30) What was a consequence of the Cuban Missile Crisis? a. the end of the U.S.-Soviet arms race b. the Soviet-American telephone hotline c. a decrease in Kennedy's popularity among the American people d. a new maturity in John F. Kennedy's domestic policy e. a new policy of nuclear arms reduction by both the Soviet and American government Answer: B Difficulty: 2 – Moderate Question ID: TB_30_30_Kennedy Intensifies the Cold War_Understand_LO 30.1 Topic: Kennedy Intensifies the Cold War Skill: Understand the Connections Objective: 30.1 How did the Cold War intensify under Kennedy?

31) John F. Kennedy played down civil rights legislation because he __________. a. feared the possibility of alienating southern Democrats b. did not think the country was ready to consider it c. did not want to offend conservative African American leaders d. thought it was unnecessary and should be left to the states e. thought there was little a president could do to combat racism Answer: A 487 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_30_31_The New Frontier at Home_Understand_LO 30.2 Topic: The New Frontier at Home Skill: Understand the Connections Objective: 30.2 What was the “New Frontier,” and what did it accomplish?

32) What finally caused Kennedy to support racial justice openly? a. He visited segregated schools in the South. b. Martin Luther King, Jr. gave his "I Have a Dream" speech. c. Kennedy wanted a united country to fight the war in Vietnam. d. Authorities attacked children in a segregation protest in Birmingham, Alabama. e. The Democratic party threatened not to support him if he did not speak out.

Answer: D Difficulty: 2 – Moderate Question ID: TB_30_32_The New Frontier at Home_Understand_LO 30.2 Topic: The New Frontier at Home Skill: Understand the Connections Objective: 30.2 What was the “New Frontier,” and what did it accomplish?

33) When President Johnson managed to get Congress to pass Kennedy's proposed tax cut in 1964, the result was __________. a. huge budget deficits b. a sustained economic boom c. protests from welfare recipients d. a major recession e. cutbacks in certain social services Answer: B Difficulty: 2 – Moderate Question ID: TB_30_33_The New Frontier at Home_Understand_LO 30.2 Topic: The New Frontier at Home Skill: Understand the Connections Objective: 30.2 What was the “New Frontier,” and what did it accomplish?

34) Which statement about Johnson's war on poverty is correct? a. It was a failure; the poverty level actually rose while the program was in effect. b. It was barely passed by Congress and was never actually implemented. c. It lacked effective funding and, in the end, helped only about 80,000 people. d. It emphasized self-help and brought almost 10 million people out of poverty. e. It gave money directly to the poor and nearly solved the nation's poverty problem.

Answer: D Difficulty: 2 – Moderate Question ID: TB_30_34_The New Frontier at Home_Understand_LO 30.2 Topic: The New Frontier at Home Skill: Understand the Connections Objective: 30.2 What was the “New Frontier,” and what did it accomplish?

35) The Voting Rights Act of 1965 __________.

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Brands, American Stories 3e Test Bank a. was resisted by blacks who believed voting was a white prerogative b. won President Johnson the public adulation he craved c. reduced President Johnson's popularity d. had little effect on the voting practices of southern African Americans e. led to a dramatic increase in African American voting registration in the South Answer: E Difficulty: 2 – Moderate Question ID: TB_30_35_The New Frontier at Home_Understand_LO 30.2 Topic: The New Frontier at Home Skill: Understand the Connections Objective: 30.2 What was the “New Frontier,” and what did it accomplish?

36) Which was a difference between John F. Kennedy and Lyndon Johnson? a. Kennedy was more committed to a liberal reform agenda than Johnson. b. Johnson was considered more stylish than Kennedy. c. Kennedy was better at manipulating Congress than Johnson. d. Johnson was more popular with the media than Kennedy. e. Kennedy was a better public speaker than Johnson.

Answer: E Difficulty: 2 – Moderate Question ID: TB_30_36_LBJ's Great Society_Understand_LO 30.3 Topic: LBJ'S Great Society Skill: Understand the Connections Objective: 30.3 What were Johnson’s domestic priorities and what were his achievements?

37) The foreign policy of Lyndon Johnson __________. a. was dramatically different from that of John Kennedy b. was, in many respects, simply a continuation of Kennedy's policies c. indicated his strong opposition to the Cold War d. indicated his acceptance of existing communist states e. was isolationist by nature Answer: B Difficulty: 2 – Moderate Question ID: TB_30_37_Johnson Escalates the Vietnam War_Understand_LO 30.4 Topic: Johnson Escalates the Vietnam War Skill: Understand the Connections Objective: 30.4 How did Johnson’s Vietnam policy evolve?

38) What caused the Gulf of Tonkin affair? a. American support for covert operations in Vietnam led North Vietnam to attack a U.S. ship. b. American intervention in Cuban politics led Castro to urge the North Vietnamese to attack U.S. ships. c. American hostility to Russia caused Khrushchev to ask the North Vietnamese to attack U.S. ships. d. Russian hostility to North Vietnam caused Khrushchev to ask the United States to seize North Vietnamese ships. e. North Vietnam attacked South Vietnamese ships carrying valuable natural resources to the United States, and the Americans retaliated.

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Brands, American Stories 3e Test Bank Answer: A Difficulty: 2 – Moderate Question ID: TB_30_38_Johnson Escalates the Vietnam War_Understand_LO 30.4 Topic: Johnson Escalates the Vietnam War Skill: Understand the Connections Objective: 30.4 How did Johnson’s Vietnam policy evolve?

39) In part, Lyndon Johnson wanted the Gulf of Tonkin Resolution to demonstrate the American commitment to __________. a. making Vietnam an American colony b. remaining neutral in Vietnam c. defending South Vietnam d. invading North Vietnam e. cooperating with Russia in the Vietnam conflict Answer: C Difficulty: 2 – Moderate Question ID: TB_30_39_Johnson Escalates the Vietnam War_Understand_LO 30.4 Topic: Johnson Escalates the Vietnam War Skill: Understand the Connections Objective: 30.4 How did Johnson’s Vietnam policy evolve?

40) American bombing of North Vietnam __________. a. proved an effective strategy in limiting North Vietnam's participation in the war b. destroyed North Vietnam's major port facilities at Haiphong c. impeded communist supply lines d. garnered approval from the international community e. was largely ineffective Answer: E Difficulty: 2 – Moderate Question ID: TB_30_40_Johnson Escalates the Vietnam War_Understand_LO 30.4 Topic: Johnson Escalates the Vietnam War Skill: Understand the Connections Objective: 30.4 How did Johnson’s Vietnam policy evolve?

41) Lyndon Johnson must bear great responsibility for the American problems in the Vietnam War because he __________. a. failed to confront the American people with the stark reality of the war b. was the first U.S. leader to commit American financial resources to fighting the communists in Vietnam c. was not fully committed to containment and strayed from Kennedy's approach to foreign policy d. was more committed to the implementation of containment policy than his predecessors had been e. took funding away from the war effort to prop up his Great Society programs Answer: A

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_30_41_Johnson Escalates the Vietnam War_Understand_LO 30.4 Topic: Johnson Escalates the Vietnam War Skill: Understand the Connections Objective: 30.4 How did Johnson’s Vietnam policy evolve?

42) Lyndon Johnson's political downfall resulted primarily from his __________. a. Latin American policy b. pursuit of the Vietnam War c. failure in implementing his Great Society programs d. refusal to be a Cold Warrior e. advocacy of welfare programs Answer: B Difficulty: 2 – Moderate Question ID: TB_30_42_Johnson Escalates the Vietnam War_Understand_LO 30.4 Topic: Johnson Escalates the Vietnam War / The Return of Richard Nixon Skill: Understand the Connections Objective: 30.4 How did Johnson’s Vietnam policy evolve?, 30.6 How did the Vietnam War influence American politics?

43) Participation in the Vietnam War was connected to socioeconomic class primarily because wealthy young men __________. a. were more likely to be in college and thus could avoid the draft b. were more likely to volunteer and enlist without being drafted c. could hire someone to take their places in the military d. often bribed officials and bought their way out of the draft e. were often given safer desk jobs rather than combat duty Answer: A Difficulty: 2 – Moderate Question ID: TB_30_43_Years of Turmoil_Understand_LO 30.5 Topic: Years of Turmoil Skill: Understand the Connections Objective: 30.5 Why were there protests during the 1960s?

44) How did the civil rights movement change in the mid- to late sixties? a. It cooled off, since African Americans had achieved most of their social goals. b. The movement became even more committed to nonviolent resistance to racism. c. It became more militant and considered violence to force social change. d. It focused less on protest in the streets and more on progress through the courts. e. The movement focused less on domestic social change and more on international social change.

Answer: C Difficulty: 2 – Moderate Question ID: TB_30_44_Years of Turmoil_Understand_LO 30.5 Topic: Years of Turmoil Skill: Understand the Connections Objective: 30.5 Why were there protests during the 1960s?

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Brands, American Stories 3e Test Bank 45) Which statement best describes the social change that American women experienced from the 1920s to the 1960s? a. The media no longer portrayed stereotypical gender roles for men and women in the 1960s, as it had in the 1920s. b. In the 1960s, there were actually fewer women enrolled in college and professional schools than there were in the 1920s. c. In the 1960s, there were a large number of female doctors and lawyers, unlike the situation in the 1920s. d. Women were no longer relegated to stereotypical occupations in the 1960s, as they had been in the 1920s. e. In the 1960s, women were no longer expected to maintain the household and raise children, as they were in the 1920s.

Answer: B Difficulty: 2 – Moderate Question ID: TB_30_45_Years of Turmoil_Understand_LO 30.5 Topic: Years of Turmoil Skill: Understand the Connections Objective: 30.5 Why were there protests during the 1960s?

46) Nixon's election signaled a public reaction against the __________. a. failure of the Democratic party to bring about social reform b. efforts to bring peace in Vietnam c. successes of the civil rights movement d. economic failures of the last Democratic president e. growth of the federal government Answer: E Difficulty: 2 – Moderate Question ID: TB_30_46_The Return of Richard Nixon_Understand_LO 30.6 Topic: The Return of Richard Nixon Skill: Understand the Connections Objective: 30.6 How did the Vietnam War influence American politics?

47) The Vietnam War affected future U.S. foreign policy because it caused America to __________. a. pursue a more active containment policy abroad b. abandon its containment policies c. return to an isolationist policy abroad d. refuse to cooperate with nations in Asia for almost a decade e. abandon international efforts for almost a decade due to embarrassment Answer: B Difficulty: 2 – Moderate Question ID: TB_30_47_The Return of Richard Nixon_Understand_LO 30.6 Topic: The Return of Richard Nixon Skill: Understand the Connections Objective: 30.6 How did the Vietnam War influence American politics?

48) What is one reason the Gulf of Tonkin affair was such a costly victory for Johnson? a. Johnson became ill during the Gulf of Tonkin affair and never fully recovered his health.

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Brands, American Stories 3e Test Bank b. The Gulf of Tonkin affair caused the deaths of thousands of civilians, which soured America's reputation abroad. c. The Gulf of Tonkin affair led Congress to reduce Johnson's ability to use force in Vietnam. d. When the war started in earnest, Johnson was vulnerable to the charge of deliberately misleading Congress. e. Johnson had to underfund his domestic social programs to finance the operation.

Answer: D Difficulty: 2 – Moderate Question ID: TB_30_48_Johnson Escalates the Vietnam War_Analyze_LO 30.4 Topic: Johnson Escalates the Vietnam War Skill: Analyze It Objective: 30.4 How did Johnson’s Vietnam policy evolve?

49) What were Johnson's feelings about committing the United States to the war in Vietnam? a. He worried about the consequences of either withdrawal or invasion, so he committed to a large-scale but limited military intervention. b. He worried about the consequences of being too cautious, so he committed the American military to an all-out invasion of North Vietnam. c. He was worried about the consequences of a U.S. troop presence, so he withdrew troops to Taiwan and Japan while he reconsidered his options. d. He worried about the spread of communism, so he committed American troops to two fronts, both Vietnam and Europe. e. He was worried about domestic unrest in the United States, so he decided he could not commit more than 10,000 troops to the effort.

Answer: A Difficulty: 2 – Moderate Question ID: TB_30_49_Johnson Escalates the Vietnam War_Analyze_LO 30.4 Topic: Johnson Escalates the Vietnam War Skill: Analyze It Objective: 30.4 How did Johnson’s Vietnam policy evolve?

50) African American activism affected social change for other ethnicities because other ethnic groups __________. a. were unimpressed with the strategies of African American activists and tried to enact social change in other ways b. had little success in making social change, since the country was weary of protests for racial justice c. were inspired by African American activism and launched their own protests d. were afraid to protest after seeing the violence African American activists endured from authorities e. were resentful of African American successes because the social changes of the sixties affected only African Americans Answer: C Difficulty: 2 – Moderate Question ID: TB_30_50_Years of Turmoil_Analyze_LO 30.5 Topic: Years of Turmoil Skill: Analyze It Objective: 30.5 Why were there protests during the 1960s?

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Brands, American Stories 3e Test Bank Essay Questions 51) Analyze President Kennedy's approach to the Cold War. How and why did Kennedy intensify the Cold War? Difficulty: 3 – Difficult Question ID: TB_30_51_Kennedy Intensifies the Cold War_Analyze_LO 30.1 Topic: Kennedy Intensifies the Cold War Skill: Analyze It Objective: 30.1 How did the Cold War intensify under Kennedy?

52) What successes did the civil rights movement achieve during the Johnson administration? How do these relate to the violent radicalism of the civil rights movement in the late 1960s?

Difficulty: 3 – Difficult Question ID: TB_30_52_LBJ's Great Society_Analyze_LO 30.3 Topic: LBJ's Great Society / Years of Turmoil Skill: Analyze It Objective: 30.3 What were Johnson’s domestic priorities and what were his achievements?, 30.5 Why were there protests during the 1960s?

53) Analyze President Johnson's strategy in the Vietnam War. Why did it lead to American defeat?

Difficulty: 3 – Difficult Question ID: TB_30_53_Johnson Escalates the Vietnam War_Analyze_LO 30.4 Topic: Johnson Escalates the Vietnam War / The Return of Richard Nixon Skill: Analyze It Objective: 30.4 How did Johnson’s Vietnam policy evolve?, 30.6 How did the Vietnam War influence American politics?

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Brands, American Stories 3e Test Bank Chapter 31: To a New Conservatism, 1969-1988 Multiple-Choice Questions 1) What was the Moral Majority? a. an international peacekeeping group b. a group of moderates who denounced Nixon c. a liberal group of political activists d. a group of civil rights activists e. a religious fundamentalist group Answer: E Difficulty: 1 – Easy Question ID: TB_31_01_Introduction—Reagan and America's Shift to the Right_Remember Topic: Introduction—Reagan and America's Shift to the Right Skill: Remember the Facts Objective: N/A 2) What was the main focus of the Nixon presidency? a. foreign policy b. civil rights c. economics d. education e. strengthening the military Answer: A Difficulty: 2 – Moderate Question ID: TB_31_02_The Tempting of Richard Nixon_Remember_LO 31.1 Topic: The Tempting of Richard Nixon Skill: Remember the Facts Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?

3) Who served as Nixon's national security advisor during his first term? a. Warren Burger b. G. Gordon Liddy c. Henry Kissinger d. William Rehnquist e. John Mitchell Answer: C Difficulty: 1 – Easy Question ID: TB_31_03_The Tempting of Richard Nixon_Remember_LO 31.1 Topic: The Tempting of Richard Nixon Skill: Remember the Facts Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?

4) Nixon's program to improve relations with the Soviet Union was known as __________. a. containment b. détente c. perestroika 495 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. démarche e. de-escalation Answer: B Difficulty: 1 – Easy Question ID: TB_31_04_The Tempting of Richard Nixon_Remember_LO 31.1 Topic: The Tempting of Richard Nixon Skill: Remember the Facts Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?

5) The SALT treaties involved __________. a. the American withdrawal from Vietnam b. reduction of U.S. and Soviet offensive ballistic missiles c. removal of Soviet nuclear weapons from Cuba d. preventing outright war in the Middle East e. the collapse of the former Soviet Union Answer: B Difficulty: 2– Moderate Question ID: TB_31_05_The Tempting of Richard Nixon_Remember_LO 31.1 Topic: The Tempting of Richard Nixon Skill: Remember the Facts Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?

6) Nixon's plan to end the war in Vietnam included __________. a. a surge in the deployment of American troops b. training South Vietnamese forces to take over combat c. the end of air strikes and a focus on ground maneuvers d. increased military spending e. giving in to most demands by Hanoi Answer: B Difficulty: 2 – Moderate Question ID: TB_31_06_The Tempting of Richard Nixon_Remember_LO 31.1 Topic: The Tempting of Richard Nixon Skill: Remember the Facts Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?

7) The Watergate Scandal was based on President Nixon’s __________. a. 1972 affair with a young intern at the Republican National Committee b. involvement in ordering an attack on unarmed civilians in Vietnam c. attempts to cover up sources of his campaign funding in the 1972 presidential election d. attempts to bribe the North Vietnamese to agree to end the Vietnam War e. attempts to hide his involvement in a break-in at the headquarters of the Democratic National Committee Answer: E

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Brands, American Stories 3e Test Bank Difficulty: 1 – Easy Question ID: TB_31_07_The Tempting of Richard Nixon_Remember_LO 31.1 Topic: The Tempting of Richard Nixon Skill: Remember the Facts Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?

8) What did the greatest economic challenge faced by the Nixon administration involve? a. the reduction of government spending b. a dramatic increase in international oil prices c. the bankruptcy of the Federal Reserve System d. the crisis in American farming e. rampant unemployment Answer: B Difficulty: 2 – Moderate Question ID: TB_31_08_Oil and Inflation_Remember_LO 31.2 Topic: Oil and Inflation Skill: Remember the Facts Objective: 31.2 How were oil and inflation linked during the 1970s?

9) While the United States was home to only 6 percent of the world's population, it was responsible for _______ percent of the world's energy consumption. a. 9 b. 22 c. 40 d. 75 e. 90 Answer: C Difficulty: 2 – Moderate Question ID: TB_31_09_Oil and Inflation_Remember_LO 31.2 Topic: Oil and Inflation Skill: Remember the Facts Objective: 31.2 How were oil and inflation linked during the 1970s?

10) Which of the following is the international oil organization that was most responsible for raising petroleum prices in the 1970s? a. ACT UP b. OPEC c. SALT d. SDI e. ERA Answer: B Difficulty: 1 – Easy Question ID: TB_31_10_Oil and Inflation_Remember_LO 31.2 Topic: Oil and Inflation Skill: Remember the Facts Objective: 31.2 How were oil and inflation linked during the 1970s?

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Brands, American Stories 3e Test Bank 11) Who was the first woman to be appointed to the U.S. Supreme Court? a. Ruth Bader Ginsburg b. Sandra Day O'Connor c. Eleanor Smeal d. Elena Kagan e. Bridget Maher Answer: B Difficulty: 2 – Moderate Question ID: TB_31_11_Private Lives, Public Issues_Remember_LO 31.3 Topic: Private Lives, Public Issues Skill: Remember the Facts Objective: 31.3 How did private life change during this period?

12) What was the most encouraging economic development for women in the late twentieth century? a. Women's wages largely closed the gap with men's wages. b. Women made great progress in entering male-dominated professions. c. The number of female business owners increased greatly. d. The number of women serving on corporate boards grew rapidly. e. The Equal Rights Amendment was ratified in 1982.

Answer: C Difficulty: 2 – Moderate Question ID: TB_31_12_Private Lives, Public Issues_Remember_LO 31.3 Topic: Private Lives, Public Issues Skill: Remember the Facts Objective: 31.3 How did private life change during this period?

13) The court decision in Roe v. Wade guaranteed women's right to __________. a. attend traditionally all-male schools b. run for public office c. serve in the military d. earn equal pay for equal work e. obtain an abortion Answer: E Difficulty: 1 – Easy Question ID: TB_31_13_Private Lives, Public Issues_Remember_LO 31.3 Topic: Private Lives, Public Issues Skill: Remember the Facts Objective: 31.3 How did private life change during this period?

14) The birth of the gay liberation movement was __________. a. the Outing b. the founding of ACT UP c. the Stonewall Riots d. the founding of the Gay Activist Alliance e. the founding of the Gay Liberation Front Answer: C 498 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_31_14_Private Lives, Public Issues_Remember_LO 31.3 Topic: Private Lives, Public Issues Skill: Remember the Facts Objective: 31.3 How did private life change during this period?

15) Who was the first person to become president without being elected president or vice president? a. Gerald Ford b. Richard Nixon c. Jimmy Carter d. George H. W. Bush e. Lyndon Johnson Answer: A Difficulty: 2 – Moderate Question ID: TB_31_15_Politics and Diplomacy after Watergate_Remember_LO 31.4 Topic: Politics and Diplomacy after Watergate Skill: Remember the Facts Objective: 31.4 Why did the presidencies of Ford and Carter largely fail?

16) President Ford gave an executive order to the CIA in 1975 in which he __________. a. ordered the CIA to focus on domestic rather than international intelligence operations b. ordered the CIA to limit their surveillance to hostile nations c. ordered the CIA to do whatever was necessary to topple Castro d. outlawed assassinations as an instrument of U.S. foreign policy e. outlawed covert surveillance as an instrument of U.S. foreign policy Answer: D Difficulty: 2 – Moderate Question ID: TB_31_16_Politics and Diplomacy after Watergate_Remember_LO 31.4 Topic: Politics and Diplomacy after Watergate Skill: Remember the Facts Objective: 31.4 Why did the presidencies of Ford and Carter largely fail?

17) The Camp David Accords provided a framework for peace negotiations between __________. a. the United States and the Soviet Union b. North Vietnam and South Vietnam c. Iran and the United States d. Israel and Egypt e. the Soviet Union and China Answer: D Difficulty: 2 – Moderate Question ID: TB_31_17_Politics and Diplomacy after Watergate_Remember_LO 31.4 Topic: Politics and Diplomacy after Watergate Skill: Remember the Facts Objective: 31.4 Why did the presidencies of Ford and Carter largely fail?

18) In 1979, revolutionaries in __________ took U.S. diplomats hostage. a. Afghanistan 499 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank b. Iran c. Iraq d. Israel e. Pakistan Answer: B Difficulty: 2 – Moderate Question ID: TB_31_18_Politics and Diplomacy after Watergate_Remember_LO 31.4 Topic: Politics and Diplomacy after Watergate Skill: Remember the Facts Objective: 31.4 Why did the presidencies of Ford and Carter largely fail?

19) Which group overwhelmingly supported Carter in the 1980 presidential election? a. African Americans b. blue-collar workers c. Jewish voters d. the Sunbelt states e. the South Answer: A Difficulty: 2 – Moderate Question ID: TB_31_19_The Reagan Revolution_Remember_LO 31.5 Topic: The Reagan Revolution Skill: Remember the Facts Objective: 31.5 What was the “Reagan revolution”?

20) Supply-side economists believe that __________. a. the national economy will recover without changing tax structures b. tax cuts will always hurt the national economy c. tax cuts will lead to an economic boom d. certain tax increases will lead to an economic boom e. tax increases are needed to keep the federal government functioning Answer: C Difficulty: 2 – Moderate Question ID: TB_31_20_The Reagan Revolution_Remember_LO 31.5 Topic: The Reagan Revolution Skill: Remember the Facts Objective: 31.5 What was the “Reagan revolution”?

21) President Reagan's tax compromise with Congress called for an income tax cut of __________. a. 10 percent for three consecutive years b. 15 percent over two years c. 5 percent the first year and 10 percent for the second and third years d. 20 percent over two years e. 5 percent each year for four years Answer: C

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_31_21_The Reagan Revolution_Remember_LO 31.5 Topic: The Reagan Revolution Skill: Remember the Facts Objective: 31.5 What was the “Reagan revolution”?

22) The antimissile system based on the use of lasers and particle beams to destroy incoming missiles from outer space was called __________. a. IED b. SALT I c. SALT II d. SDI e. VIPER Answer: D Difficulty: 2 – Moderate Question ID: TB_31_22_Reagan and the World_Remember_LO 31.6 Topic: Reagan and the World Skill: Remember the Facts Objective: 31.6 How did Reagan reshape American foreign relations?

23) The Boland Amendment __________. a. prohibited American military aid to overthrow the Nicaraguan government b. prohibited the sale of weapons to Iran under any circumstances c. made it illegal for the United States to interfere in any foreign war without voter approval d. allowed covert operations in Central America to stop the spread of communism e. allowed the Reagan administration to send troops to topple communist regimes Answer: A Difficulty: 2 – Moderate Question ID: TB_31_23_Reagan and the World_Remember_LO 31.6 Topic: Reagan and the World Skill: Remember the Facts Objective: 31.6 How did Reagan reshape American foreign relations?

24) The Iran-Contra affair was __________. a. a covert operation through which the Reagan administration planned to topple the Iranian government b. a diplomatic disaster in which Iranian and Nicaraguan leaders were deeply insulted by one of Reagan's speeches c. a foreign policy crisis in which Reagan sent combat troops to both Iran and Nicaragua in order to keep the peace d. a crisis between Iran and Nicaragua that nearly resulted in nuclear war e. a scandal in which the government planned to sell weapons to Iran in order to finance exiles fighting in Nicaragua Answer: E

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_31_24_Reagan and the World_Remember_LO 31.6 Topic: Reagan and the World Skill: Remember the Facts Objective: 31.6 How did Reagan reshape American foreign relations?

25) With the Intermediate Nuclear Forces Treaty (INF), both the Soviet Union and the United States agreed to __________. a. destroy their entire stockpile of intermediate-range missiles b. remove and destroy all intermediate-range missiles in Europe c. prevent developing nations from having access to intermediate-range missiles d. limit their weapons arsenals to intermediate-range rather than long-range missiles e. work together to create the world's first intermediate-range missile Answer: B Difficulty: 2 – Moderate Question ID: TB_31_25_Reagan and the World_Remember_LO 31.6 Topic: Reagan and the World Skill: Remember the Facts Objective: 31.6 How did Reagan reshape American foreign relations?

26) Which statement best characterizes Reagan's two terms as governor of California? a. He bullied the Democratic legislature to implement his conservative policies. b. He lacked natural abilities as a political leader. c. He was flexible instead of trying to implement all of his conservative beliefs. d. He led the state further and further to the left through his reforms. e. He ignored taxes and education to focus on immigration issues.

Answer: C Difficulty: 2 – Moderate Question ID: TB_31_26_Introduction—Reagan and America's Shift to the Right_Understand Topic: Introduction—Reagan and America's Shift to the Right Skill: Understand the Connections Objective: N/A 27) One neoconservative criticism of liberals is that liberals __________. a. are too willing to sacrifice high domestic standards to achieve social equality b. are too tough on communist dictatorships in other countries c. are too focused on what is right about America rather than what needs to be improved d. ignore the social inequalities faced by ethnic minorities and women e. are focused on reducing government spending and cancel social services Answer: A Difficulty: 2 – Moderate Question ID: TB_31_27_Introduction—Reagan and America's Shift to the Right_Understand Topic: Introduction—Reagan and America's Shift to the Right Skill: Understand the Connections Objective: N/A 28) What was most important about the SALT I agreements?

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Brands, American Stories 3e Test Bank a. They revealed the extent of the secret Soviet nuclear-weapon stockpiling. b. They demonstrated that the United States would not compromise on its weapons program. c. They demonstrated that the Soviet Union would not compromise on its weapons program. d. They were a symbolic first step in a peaceful resolution of the tensions between the United States and the Soviet Union. e. They were critical in exacerbating the stresses and tensions of the Cold War. Answer: D Difficulty: 2 – Moderate Question ID: TB_31_28_The Tempting of Richard Nixon_Understand_LO 31.1 Topic: The Tempting of Richard Nixon Skill: Understand the Connections Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?

29) Why did the Nixon administration decide to resume relations with China? a. China had cautiously inquired about resuming normal diplomatic relations. b. The United States believed it would force better relations with the Soviet Union. c. The United States wanted to thwart the growing economic power of Japan. d. The United States wanted to patch up its Asian relationships after the Vietnam War. e. The suffering U.S. economy forced Nixon to make an economic arrangement with China.

Answer: B Difficulty: 2 – Moderate Question ID: TB_31_29_The Tempting of Richard Nixon_Understand_LO 31.1 Topic: The Tempting of Richard Nixon Skill: Understand the Connections Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?

30) What inspired the infamous protests at Kent State during which four students were killed? a. the bombing of Hanoi b. the assassination of Martin Luther King, Jr. c. the U.S. invasion of Cambodia d. the withdrawal of U.S. troops from Vietnam e. the military draft Answer: C Difficulty: 2 – Moderate Question ID: TB_31_30_The Tempting of Richard Nixon_Understand_LO 31.1 Topic: The Tempting of Richard Nixon Skill: Understand the Connections Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?

31) How did Nixon feel about antiwar protestors? a. He secretly supported them. b. He publicly supported them. c. He was neutral about them. d. He had very little sympathy for them. e. He ordered the army to suppress them with force if necessary.

Answer: D 503 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_31_31_The Tempting of Richard Nixon_Understand_LO 31.1 Topic: The Tempting of Richard Nixon Skill: Understand the Connections Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?

32) Why did Saudi Arabia cut off oil shipments to the United States in 1973? a. Saudi Arabia wanted to force U.S. intervention in the October War. b. Saudi Arabia feared Soviet retaliation if it continued to supply the United States with oil. c. President Carter was refusing to pay full price for Saudi oil shipments. d. The United States had become involved in the conflict in Nicaragua. e. The United States had sent emergency aid to Israel during the October War. Answer: E Difficulty: 2 – Moderate Question ID: TB_31_32_Oil and Inflation_Understand_LO 31.2 Topic: Oil and Inflation Skill: Understand the Connections Objective: 31.2 How were oil and inflation linked during the 1970s?

33) The most serious consequence of the 1970s oil shock for America was the __________. a. collapse of several Arab states that were friendly to the United States b. loss of international respect for Americans c. decline of the automobile culture in the United States d. beginning of the mass exodus from American suburbs e. rampant inflation that resulted from it Answer: E Difficulty: 2 – Moderate Question ID: TB_31_33_Oil and Inflation_Understand_LO 31.2 Topic: Oil and Inflation Skill: Understand the Connections Objective: 31.2 How were oil and inflation linked during the 1970s?

34) How did the American family unit change after 1970? a. The divorce rate sharply increased. b. The birthrate steadily declined. c. The number of births to women over age 30 increased. d. The number of single-parent households was cut in half. e. Most fathers started staying home to raise children while the mothers went to work.

Answer: C Difficulty: 2 – Moderate Question ID: TB_31_34_Private Lives, Public Issues_Understand_LO 31.3 Topic: Private Lives, Public Issues Skill: Understand the Connections Objective: 31.3 How did private life change during this period?

35) Why did some working-class women oppose the Equal Rights Amendment? a. They worried about losing the protections of state laws designed to help women.

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Brands, American Stories 3e Test Bank b. They worried that their bosses would fire them if they openly supported it. c. They thought it helped middle-class women but ignored working-class women. d. They feared that it would lead to the drafting of women into the military. e. They mistrusted the National Organization for Women, which sponsored it.

Answer: A Difficulty: 2 – Moderate Question ID: TB_31_35_Private Lives, Public Issues_Understand_LO 31.3 Topic: Private Lives, Public Issues Skill: Understand the Connections Objective: 31.3 How did private life change during this period?

36) How did President Clinton change the experience of gays and lesbians in the military? a. He launched an investigation to root out and prosecute homosexuals in the military. b. He instigated a ban on homosexuals in the military. c. He established the "Don't ask, don't tell" policy. d. He pressured the military to accept a small number of openly gay recruits. e. He forced the military to accept homosexuals in every branch of the service.

Answer: C Difficulty: 2 – Moderate Question ID: TB_31_36_Private Lives, Public Issues_Understand_LO 31.3 Topic: Private Lives, Public Issues Skill: Understand the Connections Objective: 31.3 How did private life change during this period?

37) President Gerald Ford's brief "honeymoon" with the American public ended when he __________. a. confessed to taking steroids during his college football days as a Michigan Wolverine b. suppressed about-to-be-declassified files pertaining to the Kennedy assassination c. proposed normalizing relations with Castro's Cuba d. granted disgraced President Richard Nixon a full pardon e. appointed liberal Republican Nelson Rockefeller as his vice president Answer: D Difficulty: 2 – Moderate Question ID: TB_31_37_Politics and Diplomacy after Watergate_Understand_LO 31.4 Topic: Politics and Diplomacy after Watergate Skill: Understand the Connections Objective: 31.4 Why did the presidencies of Ford and Carter largely fail?

38) How did Carter try to redeem himself after his crisis of confidence speech? a. He tried to blame the Soviet Union for ruining his presidency. b. He tried to pin responsibility on the public and his dismissed cabinet members. c. He donated several million dollars to popular American charities. d. He tried to demonstrate that he understood the common man. e. He ordered a supportively slanted film to sway public opinion.

Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_31_38_Politics and Diplomacy after Watergate_Understand_LO 31.4 Topic: Politics and Diplomacy after Watergate Skill: Understand the Connections Objective: 31.4 Why did the presidencies of Ford and Carter largely fail?

39) Why did militants take 53 Americans prisoner from the U.S. embassy in Tehran in 1979? a. The Carter administration had threatened war if the oil embargo was not lifted immediately. b. The Carter administration had seized a group of insurgents the week before and refused to release them. c. The Carter administration refused to end American involvement in Nicaragua. d. President Carter publicly denounced their Ayatollah's revolution. e. Carter had allowed the exiled shah to seek medical treatment in the United States.

Answer: E Difficulty: 2 – Moderate Question ID: TB_31_39_Politics and Diplomacy after Watergate_Understand_LO 31.4 Topic: Politics and Diplomacy after Watergate Skill: Understand the Connections Objective: 31.4 Why did the presidencies of Ford and Carter largely fail?

40) The turmoil of the 1960s and the economic and political troubles of the 1970s __________. a. turned America to conservatism b. turned America to liberalism c. turned America away from both the Republican and Democratic parties d. caused the public to want more involvement in international conflicts e. caused the public to crave more government control over their lives Answer: A Difficulty: 2 – Moderate Question ID: TB_31_40_The Reagan Revolution_Understand_LO 31.5 Topic: The Reagan Revolution Skill: Understand the Connections Objective: 31.5 What was the “Reagan revolution”?

41) The results of President Reagan's economic policies were __________. a. overwhelmingly positive—unemployment declined and the budget was balanced b. fairly positive—unemployment declined but the economy overall did not improve c. mixed—there were record federal deficits but the economy overall improved d. very minor—the economy remained about the same during his presidency e. decidedly negative—inflation increased and the economy declined dramatically Answer: C Difficulty: 2 – Moderate Question ID: TB_31_41_The Reagan Revolution_Understand_LO 31.5 Topic: The Reagan Revolution Skill: Understand the Connections Objective: 31.5 What was the “Reagan revolution”?

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Brands, American Stories 3e Test Bank 42) A central tenet of Reagan's approach to foreign policy at the beginning of his presidency was the belief that __________. a. the Palestine Liberation Organization represented a serious threat to the United States b. trading arms for hostages was an effective way to negotiate quietly with terrorists c. the Middle East needed U.S. intervention to achieve freedom d. the Soviet Union was a deadly enemy that threatened the United States e. Israel could not be trusted to keep its word Answer: D Difficulty: 2 – Moderate Question ID: TB_31_42_The Reagan Revolution_Understand_LO 31.5 Topic: The Reagan Revolution Skill: Understand the Connections Objective: 31.5 What was the “Reagan revolution”?

43) In the early 1980s, the Soviet Union broke off disarmament negotiations in Geneva because the United States __________. a. revealed plans to develop the Strategic Defense Initiative b. placed missiles in Europe within striking distance of the Soviet Union c. sent American troops into Afghanistan d. opened up diplomatic relations with China e. forcibly broke the Saudi Arabian oil embargo Answer: B Difficulty: 2 – Moderate Question ID: TB_31_43_Reagan and the World_Understand_LO 31.6 Topic: Reagan and the World Skill: Understand the Connections Objective: 31.6 How did Reagan reshape American foreign relations?

44) Reagan's approach to the conflict in Nicaragua differed from Carter's because Carter __________. a. refused to get involved in the conflict, whereas Reagan sent economic aid to the Sandinista government b. deployed ground troops to Nicaragua, whereas Reagan implemented an airstrike strategy c. favored an airstrike strategy in Nicaragua, whereas Reagan deployed ground troops instead d. deployed troops to Nicaragua, whereas Reagan sent economic aid to the Sandinista government e. gave economic aid to the Sandinista government, whereas Reagan cut off that economic aid Answer: E Difficulty: 2 – Moderate Question ID: TB_31_44_Reagan and the World_Understand_LO 31.6 Topic: Reagan and the World Skill: Understand the Connections Objective: 31.6 How did Reagan reshape American foreign relations?

45) Why did Congress refuse Reagan's request for money and authority for further intervention in Nicaragua? a. an honest belief that the Nicaraguan conflict was no threat to the United States b. a desire to block as many of Reagan's foreign policy moves as possible c. fear of repeating the mistakes of the Vietnam War d. fear of angering the public in an election year 507 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank e. the lack of available funds, given the unhealthy state of the U.S. economy Answer: C Difficulty: 2 – Moderate Question ID: TB_31_45_Reagan and the World_Understand_LO 31.6 Topic: Reagan and the World Skill: Understand the Connections Objective: 31.6 How did Reagan reshape American foreign relations?

46) President Reagan's policies toward the Soviet Union changed in his second term when Reagan __________. a. focused more on destroying the Soviet Union's economy than on the arms race b. trusted the Soviet Union more, so that it became America's closest ally c. trusted the Soviet Union less, and refused to negotiate with its leaders d. was more willing to cooperate with the Soviet Union e. was more eager to break up the Soviet Union Answer: D Difficulty: 2 – Moderate Question ID: TB_31_46_Reagan and the World_Understand_LO 31.6 Topic: Reagan and the World Skill: Understand the Connections Objective: 31.6 How did Reagan reshape American foreign relations?

47) What caused President Reagan's change of policy toward the Soviet Union in his second term? a. The Soviet Union was becoming a major economic power that the United States could not afford to isolate any longer. b. The Soviet Union invaded Afghanistan and escalated the arms race. c. New Soviet leader Mikhail Gorbachev was interested in making peace with the United States. d. New Soviet leader Mikhail Gorbachev was committed to blocking American interests abroad. e. The Soviet Union lacked a recognized leader and had fallen into chaos and civil war.

Answer: C Difficulty: 2 – Moderate Question ID: TB_31_47_Reagan and the World_Understand_LO 31.6 Topic: Reagan and the World Skill: Understand the Connections Objective: 31.6 How did Reagan reshape American foreign relations?

48) How does the Watergate scandal compare to previous presidential scandals? a. Unlike previous presidential scandals, Watergate was about lust rather than money. b. Unlike previous presidential scandals, Watergate was about power rather than money. c. Unlike previous presidential scandals, Watergate was about money rather than power. d. Like previous presidential scandals, Watergate was effectively covered up and never fully revealed to the public. e. Like previous presidential scandals, Watergate demonstrated how ineffective investigative journalism was in America at the time.

Answer: B 508 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_31_48_The Tempting of Richard Nixon_Analyze_LO 31.1 Topic: The Tempting of Richard Nixon Skill: Analyze It Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?

49) How was the Watergate Scandal similar to the Iran-Contra affair? a. Both were excused by the American public because they were overshadowed by significant progress in U.S.-Soviet relations. b. Both ultimately restored the American public's faith in the integrity of the federal government. c. They both brought the United States to the brink of nuclear war. d. They both involved major errors in international diplomacy. e. Both involved secret, illegal government actions that tarnished the president's reputation.

Answer: E Difficulty: 2 – Moderate Question ID: TB_31_49_The Tempting of Richard Nixon_Analyze_LO 31.1 Topic: The Tempting of Richard Nixon / Reagan and the World Skill: Analyze It Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?, 31.6 How did Reagan reshape American foreign relations?

50) How did Reagan challenge the liberal premises of the New Deal? a. He asserted that the federal aid programs established under the New Deal had actually worsened the Great Depression. b. He abolished all federal programs, leaving it entirely up to individual states to provide services. c. He expanded the New Deal programs, demonstrating that they had not been extensive enough. d. He asserted that the private sector should solve America's problems rather than the federal government. e. He wanted the federal government to take a more active role in helping America than it had during the New Deal.

Answer: D Difficulty: 2 – Moderate Question ID: TB_31_50_Reagan and the World_Analyze_LO 31.6 Topic: Reagan and the World Skill: Analyze It Objective: 31.6 How did Reagan reshape American foreign relations?

Essay Questions 51) How was Nixon's Cold War strategy different from that of Kennedy and Johnson?

Difficulty: 3 – Difficult Question ID: TB_31_51_The Tempting of Richard Nixon_Analyze_LO 31.1 Topic: The Tempting of Richard Nixon Skill: Analyze It Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?

52) How did economic factors keep Gerald Ford and Jimmy Carter from having successful presidencies?

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Brands, American Stories 3e Test Bank Difficulty: 3 – Difficult Question ID: TB_31_52_Oil and Inflation_Analyze_LO 31.2 Topic: Oil and Inflation / Politics and Diplomacy after Watergate Skill: Analyze It Objective: 31.2 How were oil and inflation linked during the 1970s?, 31.4 Why did the presidencies of Ford and Carter largely fail?

53) How was Reagan's foreign policy different from Nixon's? Whose was more successful?

Difficulty: 3 – Difficult Question ID: TB_31_53_The Tempting of Richard Nixon_Analyze_LO 31.1 Topic: The Tempting of Richard Nixon / Reagan and the World Skill: Analyze It Objective: 31.1 What were the major accomplishments and failures of the Nixon presidency?, 31.6 How did Reagan reshape American foreign relations?

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Brands, American Stories 3e Test Bank Chapter 32: Into the Twenty-First Century, 1989-2010 Multiple-Choice Questions 1) What was the first crisis of the post-Cold War era? a. The United States invaded Iraq. b. Al Qaeda attacked New York City. c. Iraq invaded Kuwait. d. The East German government collapsed. e. Russia invaded Afghanistan.

Answer: C Difficulty: 1 – Easy Question ID: TB_32_01_Introduction—"This Will Not Stand"—Foreign Policy in the PostCol_Remember Topic: Introduction—"This Will Not Stand"—Foreign Policy in the Post-Cold War Era Skill: Remember the Facts Objective: N/A 2) What was President George H. W. Bush's primary focus during his presidency? a. health care reform b. reducing taxes c. gay rights d. education e. foreign affairs Answer: E Difficulty: 1 – Easy Question ID: TB_32_02_The First President Bush_Remember_LO 32.1 Topic: The First President Bush Skill: Remember the Facts Objective: 32.1 What were the important issues in George H. W. Bush’s presidency, and how were they handled?

3) What was the only significant piece of social legislation enacted in the first Bush administration? a. Civil Rights Act of 1991 b. National Health Insurance Act c. Social Security Privatization Act d. Americans with Disabilities Act e. Equal Rights Amendment Answer: D Difficulty: 1 – Easy Question ID: TB_32_03_The First President Bush_Remember_LO 32.1 Topic: The First President Bush Skill: Remember the Facts Objective: 32.1 What were the important issues in George H. W. Bush’s presidency, and how were they handled?

4) In 1990, President George H. W. Bush had to break his campaign pledge __________.

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Brands, American Stories 3e Test Bank a. not to cooperate with Russian leader Gorbachev b. not to lead America into war c. not to raise taxes d. to end the Cold War e. to prohibit discrimination against the disabled Answer: C Difficulty: 2 – Moderate Question ID: TB_32_04_The First President Bush_Remember_LO 32.1 Topic: The First President Bush Skill: Remember the Facts Objective: 32.1 What were the important issues in George H. W. Bush’s presidency, and how were they handled?

5) In 1989, popular demonstrations calling for democratic reform were violently suppressed in __________. a. China b. Egypt c. Czechoslovakia d. Chile e. Russia Answer: A Difficulty: 2 – Moderate Question ID: TB_32_05_The First President Bush_Remember_LO 32.1 Topic: The First President Bush Skill: Remember the Facts Objective: 32.1 What were the important issues in George H. W. Bush’s presidency, and how were they handled?

6) Who was responsible for the liberation of Eastern Europe from repressive governments? a. Mikhail Gorbachev b. George H. W. Bush c. Margaret Thatcher d. Boris Yeltsin e. Bill Clinton Answer: A Difficulty: 2 – Moderate Question ID: TB_32_06_The First President Bush_Remember_LO 32.1 Topic: The First President Bush Skill: Remember the Facts Objective: 32.1 What were the important issues in George H. W. Bush’s presidency, and how were they handled?

7) The U.S. and allied military campaign against Iraq in 1991 was known as Operation __________. a. Desert Wind b. Desert Storm c. Contact Saddam d. Defeat Kuwait 512 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank e. Liberate Kuwait Answer: B Difficulty: 1 – Easy Question ID: TB_32_07_The First President Bush_Remember_LO 32.1 Topic: The First President Bush Skill: Remember the Facts Objective: 32.1 What were the important issues in George H. W. Bush’s presidency, and how were they handled?

8) Which area of the United States experienced dramatic growth from the 1970s to the 1990s? a. the Pacific Northwest b. the Great Lakes region c. the Northeast coast d. the Midwest e. the Sunbelt Answer: E Difficulty: 1 – Easy Question ID: TB_32_08_The Changing Faces of America_Remember_LO 32.2 Topic: The Changing Faces of America Skill: Remember the Facts Objective: 32.2 How did the American population shift and grow between 1990 and 2013?

9) By 2002, __________ had become the nation's largest ethnic minority. a. African Americans b. Asian Americans c. Hispanics d. German Americans e. Pacific Islanders Answer: C Difficulty: 2 – Moderate Question ID: TB_32_09_The Changing Faces of America_Remember_LO 32.2 Topic: The Changing Faces of America Skill: Remember the Facts Objective: 32.2 How did the American population shift and grow between 1990 and 2013?

10) What event revealed to the nation that poverty in America was not color-blind? a. the 2000 presidential election b. the Oklahoma City bombing c. Hurricane Katrina d. Operation Desert Shield e. Operation Desert Storm Answer: C

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_32_10_The Changing Faces of America_Remember_LO 32.2 Topic: The Changing Faces of America Skill: Remember the Facts Objective: 32.2 How did the American population shift and grow between 1990 and 2013?

11) The largest single group of Asian Americans in the first decade of the twenty-first century was of __________ descent. a. Cambodian b. Chinese c. Laotian d. Thai e. Vietnamese Answer: B Difficulty: 2 – Moderate Question ID: TB_32_11_The Changing Faces of America_Remember_LO 32.2 Topic: The Changing Faces of America Skill: Remember the Facts Objective: 32.2 How did the American population shift and grow between 1990 and 2013?

12) What is NAFTA? a. the first lending institution to need a government bailout in 2008 b. the most common weapon of mass destruction found in Iraq c. an arms treaty between the United States and Russia d. a free trade agreement between the United States, Mexico, and Canada e. an international organization helping nations move from communism to democracy Answer: D Difficulty: 2 – Moderate Question ID: TB_32_12_The New Democrats_Remember_LO 32.3 Topic: The New Democrats Skill: Remember the Facts Objective: 32.3 What were the accomplishments and failures of the Clinton administration?

13) A component of the Contract with America was __________. a. universal health care coverage b. a restriction on campaign donations by lobbyists c. term limits for members of Congress d. requiring drug tests for welfare benefits e. a lower-class tax cut Answer: C Difficulty: 2 – Moderate Question ID: TB_32_13_The New Democrats_Remember_LO 32.3 Topic: The New Democrats Skill: Remember the Facts Objective: 32.3 What were the accomplishments and failures of the Clinton administration?

14) Bill Clinton was impeached for __________.

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Brands, American Stories 3e Test Bank a. perjury and obstruction of justice b. making unwelcome sexual advances to Paula Jones c. having an affair with Monica Lewinsky d. selling missile technology to China for campaign contributions e. being involved in a crooked real estate scheme in Arkansas Answer: A Difficulty: 2 – Moderate Question ID: TB_32_14_The New Democrats_Remember_LO 32.3 Topic: The New Democrats Skill: Remember the Facts Objective: 32.3 What were the accomplishments and failures of the Clinton administration?

15) The outcome of the 2000 presidential election hung on legal battles over the vote count in __________. a. Ohio b. Illinois c. Florida d. California e. New Mexico Answer: C Difficulty: 1 – Easy Question ID: TB_32_15_Republicans Resurgent_Remember_LO 32.4 Topic: Republicans Resurgent Skill: Remember the Facts Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

16) What was President George W. Bush's first order of business after being elected? a. expansion of the Americans with Disabilities Act b. environmental protections c. quelling the unrest in the Middle East d. health care reform e. a large tax cut Answer: E Difficulty: 2 – Moderate Question ID: TB_32_16_Republicans Resurgent_Remember_LO 32.4 Topic: Republicans Resurgent Skill: Remember the Facts Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

17) What was the purpose of the "No Child Left Behind" measure? a. to channel billions of dollars into antipoverty efforts around the world b. to mandate state testing to evaluate student performance in reading and math c. to provide resources to low-income families to increase graduation rates d. to make preschool and kindergarten mandatory for all American children e. to reform the foster care system in an attempt to prevent child abuse Answer: B 515 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_32_17_Republicans Resurgent_Remember_LO 32.4 Topic: Republicans Resurgent Skill: Remember the Facts Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

18) The first move in the war on terror was the overthrow of a radical Islamist regime in __________. a. Iraq b. Iran c. Pakistan d. Afghanistan e. Saudi Arabia Answer: D Difficulty: 2 – Moderate Question ID: TB_32_18_Republicans Resurgent_Remember_LO 32.4 Topic: Republicans Resurgent Skill: Remember the Facts Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

19) Which countries did President George W. Bush call the "axis of evil" in 2002? a. Afghanistan, Russia, and North Korea b. Afghanistan, Pakistan, and Russia c. Iran, Afghanistan, and Pakistan d. Iraq, Afghanistan, and Russia e. Iraq, Iran, and North Korea Answer: E Difficulty: 2 – Moderate Question ID: TB_32_19_Republicans Resurgent_Remember_LO 32.4 Topic: Republicans Resurgent Skill: Remember the Facts Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

20) The terrorist attacks on the United States led the George W. Bush administration to initiate a new global strategy known to its critics as __________. a. unilateralism b. bipolarism c. containment d. détente e. isolationism Answer: A Difficulty: 2 – Moderate Question ID: TB_32_20_Republicans Resurgent_Remember_LO 32.4 Topic: Republicans Resurgent Skill: Remember the Facts Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

21) What did the Bush administration insist Iraq was hiding in 2002?

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Brands, American Stories 3e Test Bank a. harbored terrorists b. weapons of mass destruction c. stolen classified U.S. documents d. missing American diplomats e. unannounced oil reserves Answer: B Difficulty: 1 – Easy Question ID: TB_32_21_Republicans Resurgent_Remember_LO 32.4 Topic: Republicans Resurgent Skill: Remember the Facts Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

22) What was the central issue of the 2004 presidential election? a. the war in Iraq b. abortion c. the economy d. family values e. the war on drugs Answer: A Difficulty: 2 – Moderate Question ID: TB_32_22_Republicans Resurgent_Remember_LO 32.4 Topic: Republicans Resurgent Skill: Remember the Facts Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

23) What did the Obama administration accomplish that Democratic presidents since Harry Truman had wanted to achieve? a. tax increases to alleviate the national deficit b. a balanced federal budget c. a comprehensive medical insurance program for all Americans d. an operative isolationist foreign policy e. tax cuts for wealthy Americans Answer: C Difficulty: 2 – Moderate Question ID: TB_32_23_Barack Obama's Triumph and Trials_Remember_LO 32.5 Topic: Barack Obama's Triumph and Trials Skill: Remember the Facts Objective: 32.5 What challenges faced Barack Obama and the American people during the first decade of the twenty-first century?

24) Affirmative action policies are designed to __________. a. perpetuate the checks and balances between branches of government b. allow the president to reinstitute the military draft c. force Congress to make decisions in a timely manner d. ensure greater diversity in the workplace e. give more decision-making power to the people 517 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: D Difficulty: 2 – Moderate Question ID: TB_32_24_Barack Obama's Triumph and Trials_Remember_LO 32.5 Topic: Barack Obama's Triumph and Trials Skill: Remember the Facts Objective: 32.5 What challenges faced Barack Obama and the American people during the first decade of the twenty-first century?

25) What issue became especially controversial after Chief Justice William Rehnquist died and Associate Justice Sandra Day O'Connor retired? a. medical marijuana b. immigration c. abortion d. government bailouts e. the war on terror Answer: C Difficulty: 2 – Moderate Question ID: TB_32_25_Barack Obama's Triumph and Trials_Remember_LO 32.5 Topic: Barack Obama's Triumph and Trials Skill: Remember the Facts Objective: 32.5 What challenges faced Barack Obama and the American people during the first decade of the twenty-first century?

26) Why did the George H. W. Bush administration feel so much pressure after Iraq invaded Kuwait? a. The government of Kuwait had helped Bush improve his image overseas. b. Iraq had used U.S. mercenaries in its attack on Kuwait. c. The Bush administration feared it had inadvertently caused the crisis. d. The United States was closely allied with Saddam Hussein's regime in the past. e. The United States was the sole remaining superpower following the Cold War. Answer: E Difficulty: 2 – Moderate Question ID: TB_32_26_Introduction—"This Will Not Stand"—Foreign Policy in the PostCol_Understand Topic: Introduction—"This Will Not Stand"—Foreign Policy in the Post-Cold War Era Skill: Understand the Connections Objective: N/A 27) George H. W. Bush's plan to bring down the federal budget deficit was unsuccessful because his plan __________. a. was never palatable to Congress b. coincided with the beginning of a recession c. included new taxes but no spending cuts d. included spending cuts but no new taxes e. did not include new taxes or spending cuts Answer: B

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_32_27_The First President Bush_Understand_LO 32.1 Topic: The First President Bush Skill: Understand the Connections Objective: 32.1 What were the important issues in George H. W. Bush’s presidency, and how were they handled?

28) How did George H. W. Bush respond to the 1989 repression of protestors in Tiananmen Square? a. He threatened to send troops to protect the protestors. b. He severed all diplomatic ties with the Chinese government. c. He did not react publicly, but began secretly aiding Chinese resistance groups. d. He denounced the violence but maintained a working relationship with China. e. He was personally outraged but did nothing in response.

Answer: D Difficulty: 2 – Moderate Question ID: TB_32_28_The First President Bush_Understand_LO 32.1 Topic: The First President Bush Skill: Understand the Connections Objective: 32.1 What were the important issues in George H. W. Bush’s presidency, and how were they handled?

29) People living in American urban centers in the early twenty-first century __________. a. had more education than people in rural areas b. made less money than people in rural areas c. enjoyed a lower crime rate than people in rural areas d. were just as likely to graduate from college as people in rural areas e. had a lower cost of living than people in rural areas Answer: A Difficulty: 2 – Moderate Question ID: TB_32_29_The Changing Faces of America_Understand_LO 32.2 Topic: The Changing Faces of America Skill: Understand the Connections Objective: 32.2 How did the American population shift and grow between 1990 and 2013?

30) One thing immigrants from the four major Hispanic groups have had in common is that they have tended to __________. a. be relatively wealthy b. have few children c. be relatively young d. have very high college graduation rates e. live primarily in rural areas Answer: C Difficulty: 2 – Moderate Question ID: 32-1-30 Topic: The Changing Faces of America Skill: Understand the Connections Objective: 32.2 How did the American population shift and grow between 1990 and 2013?

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Brands, American Stories 3e Test Bank 31) How did Congress respond to concerns about the economic effects of undocumented workers in 1986? a. It approved a bill that tripled the size of the border patrol. b. It created a new branch of the Department of Defense to deal with the issue. c. It doubled the funds allotted for border enforcement. d. It repealed privacy laws to allow the government to find undocumented workers. e. It penalized employers who hired undocumented workers.

Answer: E Difficulty: 2 – Moderate Question ID: TB_32_31_The Changing Faces of America_Understand_LO 32.2 Topic: The Changing Faces of America Skill: Understand the Connections Objective: 32.2 How did the American population shift and grow between 1990 and 2013?

32) How did life improve for African Americans during the last few decades of the twentieth century and the first decade of the twenty-first century? a. The average income for African American families increased to match that of white families. b. The average educational level of African Americans increased. c. The incarceration level of African Americans dropped below the national average. d. The poverty rate among African Americans dropped below the national average. e. Homicide was no longer the leading cause of death among young black males.

Answer: B Difficulty: 2 – Moderate Question ID: TB_32_32_The Changing Faces of America_Understand_LO 32.2 Topic: The Changing Faces of America Skill: Understand the Connections Objective: 32.2 How did the American population shift and grow between 1990 and 2013?

33) What caused a riot in South Central Los Angeles in which 53 people were killed? a. the government's response to the Tiananmen Square massacre b. the court's acquittal of the police officers who beat Rodney King c. the government's failure to respond to the Hurricane Katrina disaster d. the American invasion of Iraq e. the fall of the Berlin Wall Answer: B Difficulty: 2 – Moderate Question ID: TB_32_33_The Changing Faces of America_Understand_LO 32.2 Topic: The Changing Faces of America Skill: Understand the Connections Objective: 32.2 How did the American population shift and grow between 1990 and 2013?

34) The Democratic party changed its tactics in the early 1990s and regained the White House by __________. a. becoming more liberal in order to differentiate itself from the Independent party b. becoming more moderate and beginning to tailor programs to the middle class c. ceasing to focus on the middle class and instead seeking upper-class support 520 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank d. abandoning the traditional Democratic goals such as health care reform e. strengthening its focus on the importance of big government Answer: B Difficulty: 2 – Moderate Question ID: TB_32_34_The New Democrats_Understand_LO 32.3 Topic: The New Democrats Skill: Understand the Connections Objective: 32.3 What were the accomplishments and failures of the Clinton administration?

35) When Kenneth Starr's report outlining the possible impeachment charges against Clinton was released, the public __________. a. became even angrier with Clinton for his indiscretions and deceits b. was apathetic to Starr's report c. overwhelmingly concluded that presidential affairs of this nature were best handled in the public arena d. strongly supported Starr for his thorough investigation of the president’s indiscretions e. condemned Starr for revealing such graphic and intimate details of sexual practices in the news Answer: E Difficulty: 2 – Moderate Question ID: TB_32_35_The New Democrats_Understand_LO 32.3 Topic: The New Democrats Skill: Understand the Connections Objective: 32.3 What were the accomplishments and failures of the Clinton administration?

36) Which statement most accurately compares Al Gore and George W. Bush? a. Gore seemed aloof but had experience, while Bush was personable but inexperienced. b. Gore was knowledgeable but inexperienced, while Bush was experienced with foreign policy but not domestic issues. c. Gore was personable but inexperienced, while Bush was both likeable and experienced. d. Both Gore and Bush were highly likeable but inexperienced. e. Both Gore and Bush had extensive experience in government but came across as aloof.

Answer: A Difficulty: 2 – Moderate Question ID: TB_32_36_Republicans Resurgent_Understand_LO 32.4 Topic: Republicans Resurgent Skill: Understand the Connections Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

37) In what way did the 2000 presidential election reveal a division in American life? a. The urban coastal states voted for Bush while rural southern and western states voted for Gore. b. The poor voted for Bush while the middle class voted for Gore. c. The poor voted for Gore while the rich voted for Bush. d. The poor voted for Bush while the rich voted for Gore. e. Suburbia voted for Bush while rural America voted for Gore.

Answer: C

521 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_32_37_Republicans Resurgent_Understand_LO 32.4 Topic: Republicans Resurgent Skill: Understand the Connections Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

38) George W. Bush's economic policy was different from Clinton's because Clinton favored __________. a. investing in education, whereas Bush favored investing in environmental reforms b. reducing government spending, whereas Bush favored increasing government spending c. tax reduction, whereas Bush favored eliminating the deficit d. eliminating the deficit, whereas Bush favored tax reduction e. tax reduction, whereas Bush favored cutting spending Answer: D Difficulty: 2 – Moderate Question ID: TB_32_38_Republicans Resurgent_Understand_LO 32.4 Topic: Republicans Resurgent Skill: Understand the Connections Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

39) How did the September 11, 2001, attacks affect the U.S. economy? a. The terrorist attacks had little effect on the U.S. economy. b. The airline industry was devastated, as people were afraid to fly. c. The oil industry suffered enormous losses as people stopped traveling by car. d. The economy boomed as Americans bought more American products. e. The tourism industry improved as patriotism inspired people to explore America.

Answer: B Difficulty: 2 – Moderate Question ID: TB_32_39_Republicans Resurgent_Understand_LO 32.4 Topic: Republicans Resurgent Skill: Understand the Connections Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

40) The 2001 terrorist attacks on the United States changed American foreign policy, as the United States __________. a. considered returning to an isolationist foreign policy b. considered returning to a containment foreign policy c. took on the role of global police officer d. strengthened its alliances with Europe and cut off diplomatic relations with countries on other continents e. realized that involvement in international affairs was a mistake Answer: C Difficulty: 2 – Moderate Question ID: TB_32_40_Republicans Resurgent_Understand_LO 32.4 Topic: Republicans Resurgent Skill: Understand the Connections Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

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Brands, American Stories 3e Test Bank 41) Bush's 2003 decision to go to war in Iraq initially seemed __________. a. foolish because the U.S. military was consistently defeated by Hussein's forces b. necessary because Saddam Hussein had been the mastermind of the September 11 terrorist attacks c. wise because the military quickly succeeded in taking Baghdad d. wise because intelligence that Saddam Hussein was planning a terrorist attack on the United States was discovered e. wise because UN inspectors found weapons of mass destruction in Baghdad Answer: C Difficulty: 2 – Moderate Question ID: TB_32_41_Republicans Resurgent_Understand_LO 32.4 Topic: Republicans Resurgent Skill: Understand the Connections Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

42) Which statement best describes the 2004 presidential election? a. It was unusual because there was no central issue. b. It was unusual because there were no public debates due to security issues. c. It was noteworthy because of the repeated recounts to determine who had won. d. It was especially harmonious because the parties were united against terrorism. e. It was especially bitter and spiteful as each party blamed and criticized the other.

Answer: E Difficulty: 2 – Moderate Question ID: TB_32_42_Republicans Resurgent_Understand_LO 32.4 Topic: Republicans Resurgent Skill: Understand the Connections Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

43) How did the dismal economy affect the 2008 presidential race? a. It helped Obama gain ground during the campaign. b. It decreased Obama's overall popularity. c. It decreased both Obama and McCain's popularity. d. It caused resentment against the Democratic party. e. It did not have any effect on the 2008 presidential election.

Answer: A Difficulty: 2 – Moderate Question ID: TB_32_43_Barack Obama's Triumph and Trials_Understand_LO 32.5 Topic: Barack Obama's Triumph and Trials Skill: Understand the Connections Objective: 32.5 What challenges faced Barack Obama and the American people during the first decade of the twenty-first century?

44) How did President Obama affect the experience of gays and lesbians in the military? a. He banned homosexuals from the military. b. He established the "don't ask, don't tell" policy. c. He formally extended the "don't ask, don't tell" policy for ten years. d. He repealed the "don't ask, don't tell" policy.

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Brands, American Stories 3e Test Bank e. He failed to change the "don't ask, don't tell" policy.

Answer: D Difficulty: 2 – Moderate Question ID: TB_32_44_Barack Obama's Triumph and Trials_Understand_LO 32.5 Topic: Barack Obama's Triumph and Trials Skill: Understand the Connections Objective: 32.5 What challenges faced Barack Obama and the American people during the first decade of the twenty-first century?

45) What issue made science education controversial in the early twenty-first century? a. protests against university genetics programs that researched eugenics b. protests against psychology classes teaching that homosexuality is a mental illness c. demands to bring global warming into the science curriculum d. demands for more federal funds to support and expand science education e. demands to teach intelligent design instead of evolution Answer: E Difficulty: 2 – Moderate Question ID: TB_32_45_Barack Obama's Triumph and Trials_Understand_LO 32.5 Topic: Barack Obama's Triumph and Trials Skill: Understand the Connections Objective: 32.5 What challenges faced Barack Obama and the American people during the first decade of the twenty-first century?

46) How was the age of the American population related to the economy in the early part of the twentyfirst century? a. Health care costs rose alarmingly as the American population aged. b. As the baby boom generation aged, the load on Social Security decreased. c. As the baby boom generation aged, their children volunteered to pay more taxes to support them. d. The number of elderly people in America was declining, so age had little effect on the national economy. e. As the American population aged, they became wealthier, so there was a positive effect on the national economy.

Answer: A Difficulty: 2 – Moderate Question ID: TB_32_46_Barack Obama's Triumph and Trials_Understand_LO 32.5 Topic: Barack Obama's Triumph and Trials Skill: Understand the Connections Objective: 32.5 What challenges faced Barack Obama and the American people during the first decade of the twenty-first century?

47) How did most Americans feel about the future by 2010? a. Most people despaired, and many immigrated to Western Europe or Australia. b. About 90 percent of Americans thought that the country's best days were over. c. About half of Americans thought that the country's best days were over. d. Although the economy was suffering, American confidence remained unchanged. e. Most Americans were wildly optimistic about the future.

524 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Brands, American Stories 3e Test Bank Answer: C Difficulty: 2 – Moderate Question ID: TB_32_47_Barack Obama's Triumph and Trials_Understand_LO 32.5 Topic: Barack Obama's Triumph and Trials Skill: Understand the Connections Objective: 32.5 What challenges faced Barack Obama and the American people during the first decade of the twenty-first century?

48) In what way was Iraq's invasion of Kuwait influenced by the end of the Cold War? a. Saddam Hussein thought the world would be too busy with the restoration of Eastern European countries to object to his invasion of Kuwait. b. The Soviet Union was no longer a superpower that could influence Saddam Hussein. c. Iraq had seized stockpiles of weapons from Eastern European countries when the Soviet Union collapsed. d. Saddam Hussein resented the Kuwaiti government for supporting the communist regimes of the former Soviet Union. e. Saddam Hussein was hoping to once again pit the United States against Russia by invading Kuwait.

Answer: B Difficulty: 2 – Moderate Question ID: TB_32_48_Introduction—"This Will Not Stand"—Foreign Policy in the Post-Col_Analyze Topic: Introduction—"This Will Not Stand"—Foreign Policy in the Post-Cold War Era Skill: Analyze It Objective: N/A 49) How did Ralph Nader's candidacy in the 2000 presidential election affect the race? a. Gore moved further to the left, leaving more room for Bush among independents. b. Gore moved further to the right, alienating a large portion of his voter base. c. Bush moved further to the right, leaving more room for Gore among independents. d. Bush moved further to the left, taking a large portion of Gore's voter base. e. Both Gore and Bush moved further to the right, attracting independent voters.

Answer: A Difficulty: 2 – Moderate Question ID: TB_32_49_Republicans Resurgent_Analyze_LO 32.4 Topic: Republicans Resurgent Skill: Analyze It Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

50) How did the 2000 presidential election break from historical trends? a. Both candidates strayed from their traditional voter base to court independent voters. b. Scandals in the White House had no effect on the outcome of the election. c. The state of the economy did not determine the outcome of the election. d. George W. Bush enjoyed the most decisive landslide victory in American history. e. The election continued the longest streak of Democratic presidents in American history.

Answer: C

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Brands, American Stories 3e Test Bank Difficulty: 2 – Moderate Question ID: TB_32_50_Republicans Resurgent_Analyze_LO 32.4 Topic: Republicans Resurgent Skill: Analyze It Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

Essay Questions 51) Describe changing immigration patterns in the United States during the 1970s and 1980s.

Difficulty: 3 – Difficult Question ID: TB_32_51_The Changing Faces of America_Analyze_LO 32.2 Topic: The Changing Faces of America Skill: Analyze It Objective: 32.2 How did the American population shift and grow between 1990 and 2013?

52) Which aspects of the war on terror have been controversial? Why? Difficulty: 3 – Difficult Question ID: TB_32_52_Republicans Resurgent_Analyze_LO 32.4 Topic: Republicans Resurgent Skill: Analyze It Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?

53) Explain the factors that affected America's attitude about the future in the first decade of the twentyfirst century.

Difficulty: 3 – Difficult Question ID: TB_32_53_Republicans Resurgent_Analyze_LO 32.4_Republicans Resurgent_Analyze_LO 32.4 Topic: Republicans Resurgent / Barack Obama's Triumph and Trials Skill: Analyze It Objective: 32.4 How did George W. Bush become president, and what did he do in the White House?, 32.5 What challenges faced Barack Obama and the American people during the first decade of the twenty-first century?

526 Copyright © 2014, 2012 & 2009 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.