Untitled Document (5) PDF - Historical Questions

1. Olaudah Equiano a. wrote the eighteenth century’s most widely read autobiographical account of a slave’s own experiences. b. was popular with Europeans for telling them that their culture was far superior to that of Africans like himself. c. demonstrated in his writings that he perfectly fit the...

1. Olaudah Equiano a. wrote the eighteenth century’s most widely read autobiographical account of a slave’s own experiences. b. was popular with Europeans for telling them that their culture was far superior to that of Africans like himself. c. demonstrated in his writings that he perfectly fit the stereotype that blacks were savages incapable of becoming civilized. d. led several Central American slave insurrections before his death that prevented the plantation system from entering the region. e. was one of the few children of African-American and Native American descent ever to be the chief of his Indian tribe. ANS: A TOP: Civil Rights | Introduction DIF: Moderate REF: Full p. 127 | Seagull p. 133 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 2. What made Olaudah Equiano an atypical slave? a. He was fortunate enough to escape. b. He went directly from West Africa to Virginia. c. He survived the Middle Passage voyage. d. He led a rebellion. e. He was able to purchase his freedom. ANS: E TOP: Civil Rights | Introduction DIF: Difficult REF: Full p. 127 | Seagull pp. 133–134 MSC: Analyzing OBJ: 2. Identify the factors that led to distinct African-American cultures in the eighteenth century. 3. Olaudah Equiano’s life underscored what eighteenth-century theme? a. Slavery was going to continue to grow without the possibility of ending. b. It was ironic that some men in the British colonies were slaves while others had their rights expanded. c. The British and French empires were on a collision course in North America. d. Most Christian ministers opposed the enslavement of Africans. e. Slaves accepted their condition of bondage with little to no resistance. ANS: B TOP: Civil Rights | Introduction DIF: Difficult REF: Full p. 127 | Seagull p. 134 MSC: Analyzing OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 4. What did the British acquire from the Netherlands in the Treaty of Utrecht of 1713? a. sufficient gold to pay off the British national debt b. the right to trade at Dutch outposts in what is now South Africa c. the right to transport slaves from Africa to Spain’s New World colonies d. New Netherland, which was then renamed New York e. New Holland, which later became known as Australia ANS: C TOP: Economic Development | Slavery and Empire DIF: Moderate REF: Full p. 128 | Seagull pp. 134–135 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 5. What area was the major producer of revenue for the British crown in the eighteenth century? a. New England b. the Middle Colonies c. the Caribbean d. Benin e. North Africa ANS: C TOP: Slavery and Empire DIF: Moderate REF: Full p. 128 | Seagull p. 135 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 6. What was the significance of sugar, rice, coffee, and tobacco in the eighteenth century? a. The ease of growing these crops meant that fewer slaves needed to be imported from Africa. b. These products were the first mass consumer goods in international trade, and they were all produced by slaves. c. They were imported to the New World in massive quantities due to the region’s failure to produce such goods. d. They were staples whose importance paled in comparison to fish, rum, and indigo in the world market. e. They could only be grown in the West Indies, allowing the traders in that area to become massively wealthy. ANS: B TOP: Slavery and Empire DIF: Moderate REF: Full p. 128 | Seagull p. 135 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 7. As a result of the transatlantic slave trade, what European products became especially popular in Africa? a. textiles and guns b. wine and gold c. sugar and tobacco d. lumber and fish e. cotton and books ANS: A TOP: Slavery and Empire DIF: Easy REF: Full p. 130 | Seagull p. 137 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 8. Which of the following is a true statement about the Atlantic slave trade’s effect in West Africa? a. It had little effect in West Africa, because more than 90 percent of enslaved people came from East Africa. b. It helped lead to the rise of militarized states in West Africa, whose large armies preyed upon their neighbors in order to capture slaves. c. It encouraged the expansion of West Africa’s domestic textile industry, which supplied clothing for slaves. d. It led to an increase in West Africa’s population during the 1700s, as slave traders encouraged women to have more children who would then be sold into slavery. e. It successfully united West African nations to resist European slave traders, who reluctantly ended the trade by 1763. ANS: B TOP: Slavery and Empire DIF: Moderate REF: Full p. 130 | Seagull p. 137 MSC: Understanding OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 9. What was the significance of Ashanti and Dahomey? a. Portugal controlled these trade ports in Asia. b. Europeans controlled these African cities. c. These African states became powerful through the slave trade. d. These port cities refused to participate in the slave trade. e. Olaudah Equiano’s father was chief of these kingdoms. ANS: C TOP: Slavery and Empire DIF: Difficult REF: Full p. 130 | Seagull p. 137 MSC: Understanding OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 10. Which of the following was a result of Europeans selling weapons to West African leaders? a. Wars between West African societies depleted the availability of slaves. b. West African societies fell under the total control of powerful European traders. c. Militarized states arose that used European weapons to capture slaves. d. West African militias began violently resisting attempts by Europeans to purchase slaves. e. Most West African tribes became impoverished due to the high cost of weapons. ANS: C TOP: Slavery and Empire DIF: Moderate REF: Full p. 130 | Seagull p. 137 MSC: Understanding OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 11. What was the Middle Passage? a. the journey from East Africa to West Africa b. the third leg of the triangular trade route; it primarily went to Europe c. a voyage across the Pacific Ocean to America d. the second leg of the trans-Atlantic trade e. the voyage taken by indentured servants ANS: D TOP: Slavery and Empire DIF: Difficult REF: Full p. 130 | Seagull p. 137 MSC: Analyzing OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 12. Which one of the following statements describes conditions experienced by those aboard ship during the Middle Passage? a. Slave traders’ lives were more at risk than the lives of the enslaved due to the high frequency of slave revolts during the journeys. b. Slaves were immediately put to work performing the many duties required to take a sailing vessel across the Atlantic. c. Slaves were separated by gender and locked into pens above deck, with no refuge from the weather. d. Slaves were inhumanely crowded into very small spaces and often chained to the deck. e. Slaves regularly exercised and were well fed so that they would arrive at markets in the New World looking strong and healthy. ANS: D TOP: Slavery and Empire DIF: Easy REF: Full p. 130 | Seagull p. 138 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 13. In the Chesapeake region, slavery a. was geographically restricted to the Tidewater area until transportation improved in the nineteenth century. b. rapidly became the dominant labor system after 1680. c. was the labor system preferred by planters as early as the 1620s. d. allowed planters to make vast profits from cotton and rice as well as from tobacco. e. was so widely practiced that nearly three-fifths of white households in 1770 included a slaveowner. ANS: B TOP: Slavery and Empire DIF: Moderate REF: Full p. 132 | Seagull p. 140 MSC: Understanding OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 14. What proportion of white Virginia families owned at least one slave in 1770? a. nearly 10 percent b. nearly 50 percent c. nearly 75 percent d. nearly 1 percent e. nearly 90 percent ANS: B TOP: Slavery and Empire DIF: Moderate REF: Full p. 132 | Seagull p. 140 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 15. What differentiated slavery in New England and the Middle Colonies from slavery in the Southern colonies? a. Whereas most Protestant churches in New England and the Middle Colonies promoted slavery, Protestant churches in the South condemned the practice. b. Whereas New England and the Middle Colonies only had indentured servants as laborers, the South predominantly had slavery. c. Whereas New England and the Middle Colonies had nonplantation-based slavery, slavery in the South focused on the tobacco- and rice-based plantation systems. d. Whereas New England and the Middle Colonies only had slaves who worked in homes, the South only had slaves who worked on large plantations, not on small farms. e. Whereas New England and the Middle Colonies had laws in place regarding slavery, the South had no laws regulating the status of slaves. ANS: C TOP: Slavery and Empire DIF: Moderate REF: Full p. 132 | Seagull p. 140 MSC: Analyzing OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 16. Tobacco plantations in the Chesapeake region a. were so profitable that by the mid-eighteenth century their owners became the wealthiest people in British North America. b. did not have any slaves on small farms. c. helped make the Chesapeake colonies models of mercantilism. d. were far less successful than tobacco plantations that developed in the lower southern colonies. e. were known throughout the world as models of how slaves should be treated. ANS: C TOP: Slavery and Empire DIF: Moderate REF: Full p. 133 | Seagull p. 140 MSC: Understanding OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 17. Where did most Chesapeake slaves work? a. in the woods, as hunters b. in mines c. on boats, as boatmen d. in white households, as cooks e. in the fields ANS: E TOP: Slavery and Empire DIF: Easy REF: Full p. 133 | Seagull p. 140 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 18. As the slave society consolidated in the Chesapeake region, what happened to free blacks? a. They retained the same rights because they were free. b. Their population grew rapidly through natural reproduction. c. The British government ordered the colonies to treat them better. d. They bought increasing numbers of plantations. e. They lost the right to employ white servants and to bear arms. ANS: E TOP: Slavery and Empire DIF: Easy REF: Full p. 133 | Seagull p. 141 MSC: Understanding OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 19. Which statement is true about slavery in the Chesapeake region? a. As slavery expanded, wealth among the white population became more equally distributed. b. Race became an increasingly important social division. c. Most enslaved men worked in skilled crafts. d. Most enslaved women worked in households doing domestic work. e. Enslaved people in the Chesapeake mainly did field work on rice plantations. ANS: B TOP: Slavery and Empire DIF: Moderate REF: Full p. 133 | Seagull p. 141 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 20. As slavery became more commonplace in the Chesapeake, how were free blacks affected? a. Free blacks were not required to pay taxes. b. All free blacks were forced back into slavery. c. Free blacks could continue to employ white servants, but forfeited the right to bear arms. d. Free blacks became an increasingly large population in Virginia. e. In 1723, Virginia revoked property-owning free blacks’ right to vote. ANS: E TOP: Slavery and Empire DIF: Moderate REF: Full p. 133 | Seagull p. 141 MSC: Understanding OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 21. Prior to the introduction of rice, the early colony of South Carolina was partially centered on a. the cultivation of cotton. b. small-scale manufacturing of firearms for use in raids against Spanish Florida. c. the export of Indian slaves to the Caribbean. d. shipbuilding. e. copper mining. ANS: C TOP: Slavery and Empire DIF: Moderate REF: Full pp. 133–134 | Seagull p. 141 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 22. The development of rice plantations in South Carolina a. occurred only after the colony’s planters unsuccessfully attempted to cultivate tobacco, sugarcane, and indigo. b. required such large capital investments that Carolina’s planters never became as wealthy as those in the Chesapeake region. c. would have proven impossible without the importation of thousands of European indentured servants to serve as a labor force. d. led the colony to become the first mainland colony with a black majority and caused a growing divide to exist between white and black. e. is considered by most historians to be the most important cause of the Yamasee War. ANS: D TOP: Slavery and Empire DIF: Moderate REF: Full p. 134 | Seagull p. 141 MSC: Understanding OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 23. In which of the following settings did slaves experience the greatest degree of freedom? a. frontier conditions b. small inland cities c. coastal cities d. rice plantations e. tobacco plantations ANS: A TOP: Slavery and Empire DIF: Difficult REF: Full p. 134 | Seagull p. 141 MSC: Analyzing OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 24. Which of the following statements accurately describes the “task” system? a. It developed in New England among factory workers, especially child laborers. b. It allowed slaves time for leisure or to cultivate crops on their own if they completed daily jobs. c. It was not suited for rice plantations, only small farms. d. It was an organizational tool primarily used by merchants to keep track of their many responsibilities. e. It required no supervision because of the isolated aspect of the work involved. ANS: B TOP: Slavery and Empire DIF: Moderate REF: Full p. 134 | Seagull p. 142 MSC: Understanding OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 25. In South Carolina, a. the slave population was the smallest of all the southern colonies. b. sugar and tobacco were the main crops. c. most enslaved people did field work under the task system, whereby individual slaves were assigned daily tasks. d. rice plantations were generally much smaller than Virginia tobacco plantations. e. slaveowners were generally much less wealthy than slaveowners in other southern colonies. ANS: C TOP: Slavery and Empire DIF: Moderate REF: Full p. 134 | Seagull p. 142 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 26. Why did the English government support the establishment of the Georgia colony? a. It wanted to ban slavery. b. The English feared a French invasion of the South. c. The English wanted a buffer between South Carolina and Spain’s Florida. d. It wanted a colony to grow rice. e. It wanted another colony that would focus on tobacco as a cash crop. ANS: C TOP: Slavery and Empire DIF: Moderate REF: Full p. 135 | Seagull p. 143 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 27. Which of the following statements was true of Georgia? a. Colonists sought self-government to gain the right to introduce slavery. b. It was the only colony to maintain a ban on liquor until independence. c. The philanthropists who founded it wanted to exclude lower-class Englishmen. d. Its residents invaded Florida and took it from Spain in the War of Jenkins’ Ear. e. It was named for the most important British queen of the eighteenth century. ANS: A TOP: Slavery and Empire DIF: Moderate REF: Full p. 135 | Seagull p. 143 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 28. Why was slavery less prevalent in the northern colonies? a. Northern whites were not as racist as southern whites. b. It was too expensive to transport slaves to the North. c. The small farms of the northern colonies did not need slaves. d. More reformers lived in the North. e. The northern colonies used Indian labor instead. ANS: C TOP: Slavery and Empire DIF: Easy REF: Full p. 135 | Seagull p. 143 MSC: Understanding OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 29. Which of the following statements accurately describes slavery in the North in the eighteenth century? a. Slaves in the New England colonies were afforded significant rights, including the ability to testify against whites in court. b. Most upper-class families in New England owned five to ten slaves because they were vital to the economy. c. Slaves were forbidden from taking jobs in artisan shops, which were reserved for white apprentices. d. The slave population in New York City was never more than one percent of the white population. e. In urban areas, owning slaves was viewed as more economical than hiring wage labor and indentured servants. ANS: A TOP: Slavery and Empire DIF: Moderate REF: Full p. 135 | Seagull p. 143 MSC: Understanding OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 30. What was a result of the northern colonies’ lack of a cash crop? a. Slavery did not exist in Massachusetts and New York. b. More slaves existed in the northern colonies compared to southern ones. c. Slavery was banned in all of New England. d. Slavery was not as integrated into the northern colonial economy as compared to the South. e. The northern colonial economies struggled with trade and attracting settlers. ANS: D TOP: Slavery and Empire DIF: Moderate REF: Full p. 135 | Seagull pp. 143–144 MSC: Evaluating OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 31. Which statement is true about slavery in eighteenth-century New York? a. Hudson Valley farmers, landlords, and craftsmen never used enslaved people’s labor in the eighteenth century. b. Slavery was abolished after the English took the colony from the Dutch. c. New York City passed a law banning merchants from participating in the slave trade after 1730. d. In 1746, enslaved people made up one-fifth of the population of New York City. e. Slaves worked exclusively as domestic workers. ANS: D TOP: Slavery and Empire DIF: Moderate REF: Full p. 135 | Seagull p. 144 MSC: Remembering OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 32. What led to slavery decreasing in Philadelphia after 1750? a. Quakers pushed to outlaw slavery. b. There were no cash crops in Philadelphia. c. Many slaves escaped to New England. d. A smallpox epidemic killed thousands of slaves. e. Artisans and merchants turned more to wage laborers. ANS: E TOP: Slavery and Empire DIF: Moderate REF: Full p. 135 | Seagull p. 144 MSC: Evaluating OBJ: 1. Explain how African slavery differed regionally in eighteenth-century North America. 33. What was the most significant bonding factor for the diverse groups of Africans brought to the mainland colonies? a. religion b. race c. language d. slavery e. culture ANS: D TOP: Slave Culture and Slave Resistance DIF: Moderate REF: Full p. 136 | Seagull p. 145 MSC: Understanding OBJ: 2. Identify the factors that led to distinct African-American cultures in the eighteenth century. 34. Which of the following statements about slaves in the New World and religion is accurate? a. West African–born slaves, like their families back home, rejected the concept of a single “Creator of all things.” b. Because West African societies had no native religions, slaves were very open to the message of Christianity. c. As time went on, many slaves adopted elements of Christianity while maintaining aspects of traditional African beliefs. d. The majority of North American slaves came to the colonies already practicing Christianity. e. Early slaves in the Americas tended to do away with traditional African religions due to the traumas of slavery. ANS: C TOP: Slave Culture and Slave Resistance DIF: Moderate REF: Full p. 137 | Seagull p. 146 MSC: Remembering OBJ: 2. Identify the factors that led to distinct African-American cultures in the eighteenth century. 35. Who were yeoman farmers in the mid-eighteenth century? a. freed African-American slaves who owned their own farms b. white farmers in the North who owned slaves to help work the fields c. young farmhands who worked with older farmhands, much like apprentices d. small landowners who usually farmed their own land and did not own slaves e. slaves who worked on large cotton plantations in the South ANS: D TOP: Slave Culture and Slave Resistance DIF: Easy REF: Full p. 137 | Seagull p. 146 MSC: Remembering OBJ: 2. Identify the factors that led to distinct African-American cultures in the eighteenth century. 36. The development of African-American cultures that synthesized diverse African cultures with European elements and the conditions of enslaved peoples’ lives in America a. happened uniformly throughout the North American colonies. b. only happened in the northern colonies. c. only happened in the southern colonies. d. developed differently in each of the three North American slave systems. e. never happened in North America. ANS: D TOP: Slave Culture and Slave Resistance DIF: Moderate REF: Full p. 137 | Seagull p. 146 MSC: Understanding OBJ: 2. Identify the factors that led to distinct African-American cultures in the eighteenth century. 37. What religion did the majority of enslaved African people in North America practice in the eighteenth century? a. Catholicism b. Islam c. Judaism d. traditional African religions e. Protestantism ANS: D TOP: Slave Culture and Slave Resistance DIF: Easy REF: Full p. 137 | Seagull p. 146 MSC: Remembering OBJ: 2. Identify the factors that led to distinct African-American cultures in the eighteenth century. 38. Which of the following statements is true of eighteenth-century slavery in South Carolina and Georgia? a. The laws in those colonies created a very static institution with few differences among plantations, small farms, and cities. b. Plantation slaves enjoyed far more autonomy than they did in other colonies, allowing them to maintain more of their African culture. c. Because of the high death rates of Africans due to malaria, slave populations declined by 5 to 10 percent per decade during the 1700s. d. Because the governments of South Carolina and Georgia strictly enforced laws preventing sexual contact between whites and blacks, a significant population of racially mixed individuals never developed. e. Colonial law gave freedom to any slave who successfully escaped to Charleston or Savannah. ANS: B TOP: Slave Culture and Slave Resistance DIF: Difficult REF: Full pp. 137–138 | Seagull pp. 146–147 MSC: Understanding OBJ: 2. Identify the factors that led to distinct African-American cultures in the eighteenth century. 39. Which of the following factors was significant in creating three distinct African-American cultures in British North America by the mid-eighteenth century? a. identification with one of three distinct African nations depending on the colony b. the outlawing of slavery throughout the northern colonies c. a lack of any religious beliefs and practices among American slaves d. the fact that, for most of the eighteenth century, most American slaves were born in the Americas e. a range in American slaves’ proximity to white culture depending on the region ANS: E TOP: Slave Culture and Slave Resistance DIF: Difficult REF: Full pp. 137–138 | Seagull p. 146–148 MSC: Analyzing OBJ: 2. Identify the factors that led to distinct African-American cultures in the eighteenth century. 40. How did the enslaved tend to pursue freedom in the American colonies in the 1700s? a. running away to places where they could pass as free b. presenting petitions to colonial governments c. telling their stories to the congregations of Protestant churches d. suing for freedom in courts of law e. forming alliances with Native American tribes ANS: A TOP: Slave Culture and Slave Resistance DIF: Easy REF: Full p. 138 | Seagull p. 148 MSC: Remembering OBJ: 2. Identify the factors that led to distinct African-American cultures in the eighteenth century. 41. Which of the following statements accurately describes South Carolina’s Stono Rebellion? a. The Native Americans who participated in the rebellion were granted large tracts of land along the frontier as a result. b. Historians agree that the rebellion never actually occurred and is one of the most successful known hoaxes in American history. c. The rebellion sparked fears among whites and led to a severe tightening of the South Carolina slave code. d. The rebellion resulted in legislation that made the importation of slaves easier than ever and vastly increased the number of slaves in the South. e. Casualties were greater among whites than slaves, leading half of the slaves in South Carolina to be banished to South America. ANS: C TOP: Slave Culture and Slave Resistance DIF: Moderate REF: Full p. 139 | Seagull p. 149 MSC: Remembering OBJ: 2. Identify the factors that led to distinct African-American cultures in the eighteenth century. 42. The 1741 panic in New York City that led to thirty-four executions was sparked by a. a declaration of war by the Spanish empire. b. the seizing of the New York armory by the British. c. a rally of boisterous Irish. d. the imprisonment of twenty free blacks. e. a series of fires breaking out throughout the city. ANS: E TOP: Slave Culture and Slave Resistance DIF: Moderate REF: Full p. 139 | Seagull p. 149 MSC: Remembering OBJ: 2. Identify the factors that led to distinct African-American cultures in the eighteenth century. 43. What is one result of the expanding British patriotic sentiment in the eighteenth century? a. Common citizens became increasingly outspoken regarding their hatred of slavery. b. As many as twenty different languages flourished in London thanks to Britain’s commitment to linguistic diversity. c. The economy slid rapidly into decline. d. Britain saw itself as the ultimate Catholic power. e. Modern rules for cricket, the national sport, were created. ANS: E TOP: An Empire of Freedom DIF: Moderate REF: Full p. 140 | Seagull pp. 149–150 MSC: Understanding OBJ: 3. Identify the various meanings of British liberty in the eighteenth century. 44. In the eighteenth century, British freedom a. centered on the belief that all people of the world have equal rights. b. was closely identified with Protestantism and identified nearly every other nation as a slave to Catholicism, tyranny, or barbarism. c. was a secular view of liberty that required that religion and politics be completely separate. d. was based on the idea that all men should vote regardless of class status. e. fueled a successful abolitionist movement in England. ANS: B TOP: An Empire of Freedom DIF: Moderate REF: Full p. 140 | Seagull p. 150 MSC: Understanding OBJ: 3. Identify the various meanings of British liberty in the eighteenth century. 45. As the eighteenth century progressed, how did Britain view itself in contrast to France? a. as a humble nation that shied away from patriotism in all ways b. as a staunch defender of Catholicism c. as a land with a lower standard of living than the colonies d. as a state that lacked foreign foes e. as a realm of widespread prosperity and individual liberty ANS: E TOP: An Empire of Freedom DIF: Moderate REF: Full p. 140 | Seagull p. 150 MSC: Understanding OBJ: 3. Identify the various meanings of British liberty in the eighteenth century. 46. Which of the following statements accurately describes the British concept of liberty in the eighteenth century? a. It allowed for unrestrained government authority, since restraints would contradict the very idea of liberty. b. It argued that liberty and power would always be compatible. c. It celebrated the idea of absolutism and prized the role of the monarch above all else. d. It had the fewest freedoms compared to other European countries. e. It included both formal restraints on authority and a collection of specific rights. ANS: E TOP: An Empire of Freedom DIF: Moderate REF: Full p. 140 | Seagull p. 150 MSC: Understanding OBJ: 3. Identify the various meanings of British liberty in the eighteenth century. 47. “Republicanism” in the eighteenth-century Anglo-American political world emphasized the importance of ________ as the essence of liberty. a. protecting the natural rights of all humans b. active participation in public life by property-owning citizens c. a strong central state d. supporting royal authority as opposed to parliamentary authority e. voting rights for all adult men ANS: B TOP: An Empire of Freedom DIF: Moderate REF: Full p. 141 | Seagull p. 151 MSC: Understanding OBJ: 3. Identify the various meanings of British liberty in the eighteenth century. 48. The set of political ideas that scholars refer to as “republicanism” a. celebrated active participation in public life by all people regardless of economic status. b. held that only property-owning, economically independent citizens should participate in public life. c. had little influence on the political culture of the American colonies. d. called for the abolition of slavery. e. called for the abolition of colonialism. ANS: B TOP: An Empire of Freedom DIF: Moderate REF: Full p. 141 | Seagull pp. 151–152 MSC: Understanding OBJ: 3. Identify the various meanings of British liberty in the eighteenth century. 49. What was the significance of the “Country Party”? a. Their support for absolute monarchies inspired those who would remain Loyalists during the American Revolution. b. Their criticism of Puritans resulted in Britain rescinding the original Massachusetts charter. c. Their writings warned against the tendency of political power to threaten liberty and were popular in the American colonies. d. Their promotion of British mercantilism influenced British economic policy throughout the eighteenth century. e. Their attempts to seize the property of the landed gentry in England resulted in stricter rules of free assembly in the American colonies. ANS: C TOP: An Empire of Freedom DIF: Moderate REF: Full p. 141 | Seagull p. 152 MSC: Remembering OBJ: 3. Identify the various meanings of British liberty in the eighteenth century. 50. Which of the following individuals embodies the colonial understanding of republican virtue? a. a silversmith who is successful enough to open his own shop b. a lower-class farmer struggling to survive c. a planter who serves on his town council d. a slave who resists working because he or she wants to be free e. a housewife who raises a large family of respectful children ANS: C TOP: An Empire of Freedom DIF: Difficult REF: Full p. 141 | Seagull p. 152 MSC: Applying OBJ: 3. Identify the various meanings of British liberty in the eighteenth century. 51. Which of the following is an example of the eighteenth-century understanding of liberalism? a. a slave legally challenging his or her bondage b. a government founded on a system of checks and balances c. a person choosing what church he or she will attend d. a government creating a fund to help feed the poor e. a woman being given the right to vote in an American colony ANS: C TOP: An Empire of Freedom DIF: Difficult REF: Full p. 142 | Seagull p. 152 MSC: Applying OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 52. The idea of liberalism in eighteenth-century British politics a. had the same meaning as liberalism in twenty-first-century American politics. b. had mainly a public and social quality. c. brought great wealth and power to its main voice, John Locke. d. was compatible with inequalities in wealth and well-being. e. dismissed the existence of natural rights. ANS: D TOP: An Empire of Freedom DIF: Difficult REF: Full p. 142 | Seagull p. 152 MSC: Understanding OBJ: 3. Identify the various meanings of British liberty in the eighteenth century. 53. Which of the following was a key difference between republicanism and liberalism? a. Republicanism viewed social inequality as innate to society, while liberalism considered inequality as solely evidence of poor governance. b. Republicanism stressed active participation in public life, while liberalism focused on individual rights that were essentially private. c. Republicanism emphasized the equality of property owners and non–property owners, while liberalism rejected the idea of the “social contract” and the existence of “natural rights.” d. Republicanism embraced a limited role for government, while liberalism saw the government as having a role in enforcing public morality. e. Republicanism was the first political school of thought to oppose slavery, while liberalism considered slavery essential to the liberty of white men. ANS: B TOP: An Empire of Freedom DIF: Difficult REF: Full p. 142 | Seagull p. 152 MSC: Evaluating OBJ: 3. Identify the various meanings of British liberty in the eighteenth century. 54. Both republican and liberal systems of thought felt the foundation of freedom was a. public debate. b. monarchical rule. c. education. d. slavery. e. security of property. ANS: E TOP: An Empire of Freedom DIF: Moderate REF: Full p. 142 | Seagull p. 153 MSC: Understanding OBJ: 3. Identify the various meanings of British liberty in the eighteenth century. 55. It is estimated that between ________ percent of adult white men could vote in eighteenth-century colonial British America. a. 5 and 10 b. 25 and 40 c. 33 and 50 d. 50 and 80 e. 75 and 90 ANS: D TOP: The Public Sphere DIF: Easy REF: Full p. 143 | Seagull p. 153 MSC: Remembering OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 56. How did American colonial politics compare with British politics? a. British politics were more democratic in all ways, as a higher percentage of the population had voting rights. b. Colonists tended to agree with the British that voting rights were tied to property ownership. c. Most American colonies, unlike Britain, at least allowed propertied women to vote. d. Elections in American colonies involved a broader range of issues because most Native Americans could vote. e. Colonial politics proved far more corrupt until the Licentiousness Act of 1694. ANS: B TOP: The Public Sphere DIF: Easy REF: Full p. 143 | Seagull p. 153 MSC: Understanding OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 57. What statement is true of suffrage in the eighteenth-century American colonies? a. Property ownership was the most important qualification in colonial voting laws. b. All thirteen colonies held the same voting requirements, indicating their sense of nationalism. c. A far smaller portion of the population was eligible to vote when compared with the Old World. d. Women were forbidden from voting in all colonies. e. American birth was a voting requirement in most colonies. ANS: A TOP: The Public Sphere DIF: Easy REF: Full p. 143 | Seagull p. 153 MSC: Remembering OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 58. In the eighteenth century, how did the number of men eligible to vote in Britain compare to the number of men eligible to vote in the American colonies? a. It was approximately equal because Britain controlled the American colonies. b. It was more than ten times greater in America due to the wide distribution of property. c. It was vastly different because the practice of voting did not yet exist in Britain. d. It was only slightly higher in Britain because British governmental systems had been in existence longer. e. It was more than ten times greater in Britain because more men there had an economic stake in society. ANS: B TOP: The Public Sphere DIF: Moderate REF: Full p. 143 | Seagull p. 153 MSC: Remembering OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 59. Property qualifications for holding office a. were the same in every colony as they were for voting. b. meant that women served regularly in colonial legislatures. c. meant that the landed gentry wielded considerable power in colonial legislatures. d. existed for legislators but not for judges, who were esteemed for their legal ability. e. disappeared from Parliament before they were eliminated by colonial legislatures. ANS: C TOP: The Public Sphere DIF: Moderate REF: Full p. 144 | Seagull p. 154 MSC: Understanding OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 60. Who would be most likely to hold the position of legislator in South Carolina in 1750? a. a tailor b. a planter c. a carpenter d. a minister e. a yeoman farmer ANS: B TOP: The Public Sphere DIF: Moderate REF: Full p. 144 | Seagull p. 154 MSC: Applying OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 61. Eighteenth-century colonial government officeholders a. were usually members of elite families with large landholdings. b. kept in close touch with their constituents between elections. c. were mostly skilled artisans. d. did not have to own property to hold office. e. generally encouraged freedom of the press. ANS: A TOP: The Public Sphere DIF: Moderate REF: Full p. 144 | Seagull pp. 154–155 MSC: Remembering OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 62. What was “salutary neglect”? a. the aspect of the task system that involved little oversight of slaves b. the requirement that colonial legislatures only meet when absolutely necessary c. the failure to salute British officers as a punishable offense for colonists d. the same thing that “child neglect” means today e. the British government’s policy of leaving the colonies largely to govern themselves ANS: E TOP: The Public Sphere DIF: Moderate REF: Full pp. 144–145 | Seagull p. 155 MSC: Remembering OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 63. During the eighteenth century, colonial assemblies a. lost political power to colonial governors. b. remained purely advisory bodies to the royal governor. c. became more assertive. d. concentrated on the patronage system. e. rejected the theories of the English Country Party. ANS: C TOP: The Public Sphere DIF: Moderate REF: Full p. 145 | Seagull p. 156 MSC: Understanding OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 64. Which of the following made knowledge and ideas increasingly available in eighteenth-century colonial cities? a. the advent of the telegraph b. circulating libraries c. taxpayer-funded public schools d. visiting lecturers from Europe e. the radio ANS: B TOP: The Public Sphere DIF: Moderate REF: Full p. 146 | Seagull p. 158 MSC: Understanding OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 65. How was freedom of the press viewed in the eighteenth century? a. Leaders saw it as a natural right. b. Governments praised it as helping democracy. c. After 1695 the British government required a license for printing. d. Newspapers did not feel it was necessary. e. Governments in both England and the colonies viewed it as dangerous. ANS: E TOP: The Public Sphere DIF: Easy REF: Full p. 147 | Seagull p. 158 MSC: Remembering OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 66. The Enlightenment thinkers who influenced many educated Americans in the eighteenth century a. faced their fiercest critic in Benjamin Franklin, who didn’t believe in the validity of the scientific method. b. taught that the scientific method should only be applied to the natural world, and not society or politics. c. believed that reason was useless because people were predestined for salvation or damnation. d. taught that reason should be the basis for judging every human institution, authority, and tradition. e. believed that men and women could achieve spiritual salvation by repenting for their sins. ANS: D TOP: The Public Sphere DIF: Moderate REF: Full p. 148 | Seagull p. 159 MSC: Remembering OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 67. John Peter Zenger’s libel trial a. resulted from his publication of news stories questioning the intelligence of the king. b. probably would not have ended in his acquittal if he had attacked the assembly rather than the governor. c. set back freedom of the press when it ended in his conviction and imprisonment for printing the truth. d. showed that the public was not yet ready to accept the idea of freedom of speech. e. led to the overturning of the Licentiousness Act of 1694. ANS: B TOP: The Public Sphere DIF: Moderate REF: Full p. 148 | Seagull p. 160 MSC: Understanding OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 68. What would be a good representation of Enlightenment principles? a. a minister who used emotion in his sermons b. a merchant opposing free trade c. a botanist who studied nature to uncover why a certain plant kept dying d. a newspaper publisher who distorted the truth to attack a corrupt politician e. an educated king who believed he knew best how to rule his country ANS: C TOP: The Public Sphere DIF: Moderate REF: Full p. 148 | Seagull p. 160 MSC: Applying OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 69. What was one result of the Great Awakening? a. The revivals encouraged colonists to trust the views of established elites. b. The revivals reduced the range of religious alternatives in the colonies. c. The revivals inspired a renewed sense of national unity. d. The revivals helped to expand the circulation of newspapers and pamphlets in the colonies. e. The revivals inspired slaves to cling more closely to their African religions. ANS: D TOP: Imperial Rivalries DIF: Moderate REF: Full p. 148 | Seagull p. 160 MSC: Remembering OBJ: 5. Explain how the Great Awakening challenged the religious and social structure of British North America. 70. Which eighteenth-century figure was considered the embodiment of Enlightenment ideals? a. Benjamin Franklin b. George Whitefield c. Jonathan Edwards d. Father Junípero Serra e. Olaudah Equiano ANS: A TOP: The Public Sphere DIF: Easy REF: Full pp. 148–149 | Seagull p. 160 MSC: Remembering OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 71. Which human capability did Enlightenment thinkers consider to be of the greatest importance? a. religious enthusiasm b. respect for authority c. human reason d. sacrifice for the greater good e. bravery in battle ANS: C TOP: The Public Sphere DIF: Easy REF: Full p. 148–149 | Seagull p. 160–161 MSC: Remembering OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 72. Which idea was shared by Deists and eighteenth-century European Enlightenment thinkers? a. Obedience to the authority of the church was necessary for an ordered society. b. Humanity was innately sinful. c. Scientific laws governed the natural order d. There was no God. e. Only divine revelation could lead humanity to truth. ANS: C TOP: The Public Sphere DIF: Moderate REF: Full p. 149 | Seagull p. 161 MSC: Understanding OBJ: 4. Identify the concepts and institutions that dominated colonial politics in the eighteenth century. 73. What was the Great Awakening at least in part a response to? a. the growth of rationalism and lack of individual engagement in church services b. the highly emotional nature of the services of nearly all existing Christian churches c. the refusal of established churches to levy taxes despite declining funds d. the focus on the torments of hell in the sermons of establishment preachers e. the dominance of the New Lights in religious circles for most of colonial history ANS: A TOP: The Great Awakening DIF: Moderate REF: Full p. 149 | Seagull p. 162 MSC: Applying OBJ: 5. Explain how the Great Awakening challenged the religious and social structure of British North America. 74. Who pioneered an extremely emotional style of preaching? a. Jonathan Edwards b. George Whitefield c. John Locke d. John Winthrop e. John Peter Zenger ANS: A TOP: The Great Awakening DIF: Easy REF: Full p. 150 | Seagull p. 162 MSC: Remembering OBJ: 5. Explain how the Great Awakening challenged the religious and social structure of British North America. 75. The most famous Great Awakening revivalist minister was a. John Locke. b. George Whitefield. c. Cotton Mather. d. John Peter Zenger. e. James Oglethorpe. ANS: B TOP: The Great Awakening DIF: Easy REF: Full p. 150 | Seagull p. 162 MSC: Remembering OBJ: 5. Explain how the Great Awakening challenged the religious and social structure of British North America. 76. What aspects of the Great Awakening did its critics tend to focus on? a. They rejected its calls to eliminate religion as part of daily life in the colonies. b. They rejected its embrace of predestination and claim that God was both male and female. c. They disapproved of the resulting cohesiveness of the church and thought it should have numerous offshoots. d. They disapproved of its references to Catholic saints and embrace of the pope’s teachings. e. They disapproved of its lack of respect for established churches and “disorderly” emotionalism. ANS: E TOP: The Great Awakening DIF: Difficult REF: Full p. 150 | Seagull p.163 MSC: Applying OBJ: 5. Explain how the Great Awakening challenged the religious and social structure of British North America. 77. Which aspect of the Great Awakening had significant political influence? a. its widespread condemnation of slavery b. its focus on science over religious emotionalism c. its view of wealth above all as evidence of God’s favor d. its condemnation of alcohol e. its focus on the individual’s independent judgment ANS: E TOP: The Great Awakening DIF: Moderate REF: Full p. 151 | Seagull p. 164 MSC: Understanding OBJ: 5. Explain how the Great Awakening challenged the religious and social structure of British North America. 78. How did Enlightenment thinking influence the Spanish treatment of Indians? a. Reformers recommended moving the Comanche out of Texas. b. There was a call for more humane treatment of Indians. c. It was strongly suggested that the Spanish leave New Spain. d. Reformers pushed for an increase in missions. e. It led to a much larger military presence in Texas. ANS: B TOP: Imperial Rivalries DIF: Moderate REF: Full pp. 152 | Seagull p. 165 MSC: Applying OBJ: 6. Explain how the Spanish and French empires in America developed in the eighteenth century. 79. Why did Spain find it difficult to establish effective control over New Mexico and Texas? a. rivalry with the Franciscan missions b. the strength and hostility of the Pueblo Indians c. the combination of too many settlers migrating there and limited resources d. because France controlled most of Texas e. the small number of Spanish citizens living in these locations ANS: E TOP: Imperial Rivalries DIF: Moderate REF: Full pp. 153–154 | Seagull pp. 165–166 MSC: Understanding OBJ: 6. Explain how the Spanish and French empires in America developed in the eighteenth century. 80. What was Spain’s “Sacred Experiment” in California? a. It was a new strategy for converting Indians. b. It was an attempt to halt Russian incursions. c. It was mining for gold and silver. d. It involved a military strategy to weaken the Indians. e. It called for Enlightenment ideas to be implemented. ANS: B TOP: Imperial Rivalries DIF: Moderate REF: Full p. 154 | Seagull p. 167 MSC: Remembering OBJ: 6. Explain how the Spanish and French empires in America developed in the eighteenth century. 81. For his missionary work Junípero Serra was a. rewarded by the Lutheran church. b. condemned by the Spanish government. c. made an honorary chief among Native Americans. d. eventually made a saint by the Catholic Church. e. attacked by the French. ANS: D TOP: Imperial Rivalries DIF: Easy REF: Full p. 154 | Seagull p. 167 MSC: Remembering OBJ: 6. Explain how the Spanish and French empires in America developed in the eighteenth century. 82. Which of these steps was/were most important to the Spanish when establishing their presence in California? a. the displacement of Native American populations b. roads between California and their other colonies c. the creation of missions and presidios d. agriculture through forced labor e. keeping the British from settling on their territory ANS: C TOP: Imperial Rivalries DIF: Moderate REF: Full p. 155 | Seagull p. 167 MSC: Evaluating OBJ: 6. Explain how the Spanish and French empires in America developed in the eighteenth century. 83. Which of the following statements accurately describes the impact of the Spanish missions in California in the eighteenth century such as that of Father Junipero Serra? a. Native practices such as traditional dancing and healing became major offenses punishable by death. b. Native populations declined by more than a third due to exposure to disease and environmental changes. c. The Spanish missionaries forged a partnership with newly arrived Russian settlers in California based on trade. d. The Catholic Church rejected the harsh treatment of Native Americans by mission leaders such as Serra and excommunicated them. e. Spanish priests developed a close relationship with nearby Native Americans such that they were equal partners. ANS: B TOP: Imperial Rivalries DIF: Moderate REF: Full p. 155 | Seagull p. 167–168 MSC: Understanding OBJ: 6. Explain how the Spanish and French empires in America developed in the eighteenth century. 84. In the eighteenth century, Texas and California were a. peripheral to the Spanish empire when compared to possessions in Central and South America and the Caribbean. b. ceded by the Spanish to the British in the 1763 Peace of Paris Agreement. c. the economic centers of the Spanish empire in North America. d. not part of any European empire. e. the only remaining French colonies in North America after 1763. ANS: A TOP: Imperial Rivalries DIF: Moderate REF: Full p. 155 | Seagull p. 168 MSC: Understanding OBJ: 6. Explain how the Spanish and French empires in America developed in the eighteenth century. 85. The French in North America a. had a rapidly expanding empire due to France’s widespread encouragement of migration. b. refused to compete with the British due to strong alliances. c. won control of the Ohio Valley in the Seven Years’ War. d. were greatly outnumbered by the British on the continent. e. were notorious for their poor relations with Native Americans. ANS: D TOP: Imperial Rivalries DIF: Moderate REF: Full p. 156 | Seagull p. 168 MSC: Remembering OBJ: 6. Explain how the Spanish and French empires in America developed in the eighteenth century. 86. Which of these factors contributed to a lower number of French immigrants to North America? a. fewer ships with which to sail to the Americas b. lower chance of survival c. the inability of most of the French to hunt and farm d. a restriction of access to the New World by the French monarchy e. the feeling that the Americas were meant for exile ANS: E TOP: Imperial Rivalries DIF: Moderate REF: Full p. 156 | Seagull p. 168–169 MSC: Remembering OBJ: 6. Explain how the Spanish and French empires in America developed in the eighteenth century. 87. What was the significance of the Ohio Valley during the eighteenth century? a. Large numbers of escaped slaves from the Middle Colonies treated it as a haven and established a lasting settlement there. b. Both the British and the French respected it as Cherokee territory, creating a precedent for Native American land ownership. c. The discovery of precious metals elsewhere led to a drastic decline in the population of this area and a decrease of interest in the frontier. d. Caught in imperial rivalries, it was viewed as a lush and promising location for future white settlement. e. It was the preferred area of settlement for “crypto-Jews” in North America and attracted many Spaniards. ANS: D TOP: Battle for the Continent DIF: Moderate REF: Full pp. 156–157 | Seagull p. 169–170 MSC: Understanding OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 88. The French and Indian War began because some American colonists felt that a. the Indians along the frontier finally had to be subdued. b. France was encroaching on land claimed by the Ohio Company. c. they had to aid the English, who were fighting Napoleon in Europe. d. taxes were too high, so they solicited help from both the French and the Indians. e. French Jesuits were converting too many Indians to Catholicism. ANS: B TOP: Battle for the Continent DIF: Moderate REF: Full p. 158 | Seagull pp. 170–171 MSC: Remembering OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 89. The English finally succeeded in defeating the French in the Seven Years’ War thanks to the leadership of a. George Washington. b. Edward Braddock. c. Robert Carter. d. John Locke. e. William Pitt. ANS: E TOP: Battle for the Continent DIF: Moderate REF: Full pp. 158 | Seagull p. 171 MSC: Remembering OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 90. What was a consequence of the Seven Years War on native cultures? a. It bolstered support for and interest among some Indians in a pan-Indian identity. b. It inspired large-scale conversions to Christianity among native tribes. c. It strengthened the alliance between the Indians of the Ohio Valley and the British. d. It led to two decades of near-constant fighting among the tribes of the Ohio Valley. e. It caused groups like the Iroquois to experience more autonomy than ever before. ANS: A TOP: Battle for the Continent DIF: Moderate REF: Full p. 159 | Seagull p. 172 MSC: Understanding OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 91. What did Neolin tell his people they must reject? a. a pan-Indian identity b. European technology and material goods c. the enslavement of Africans d. an alliance with the French e. the use of English in trade negotiations ANS: B TOP: Battle for the Continent DIF: Moderate REF: Full p. 161 | Seagull p. 174 MSC: Remembering OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 92. Why was the Proclamation of 1763 difficult to enforce? a. Most Native American tribes did not agree with the policy. b. The colonial assemblies wanted to avoid wars with Native Americans. c. It involved such a large geographical area. d. The French refused to leave forts in the Ohio Valley. e. It involved taxes the colonists refused to pay. ANS: C TOP: Battle for the Continent DIF: Moderate REF: Full p. 161 | Seagull p. 174 MSC: Analyzing OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 93. What was the primary purpose of the Proclamation of 1763? a. to end the slave trade b. to protect the Indians c. to open more land for settlement d. to bring stability to the colonial frontier e. to prohibit Catholicism in the territory newly acquired from France ANS: D TOP: Battle for the Continent DIF: Moderate REF: Full p. 161 | Seagull p. 174 MSC: Understanding OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 94. The revolt against British rule by Indians of the Ohio Valley and Great Lakes, known as Pontiac’s Rebellion, a. reflected a disintegration of a long-standing pan-Indian identity. b. was opposed by the Delaware prophet Neolin. c. led Britain to issue the Proclamation of 1763. d. led Britain to accelerate colonial settlement west of the Appalachian Mountains. e. ended conflict between Native Americans and English colonists. ANS: C TOP: Battle for the Continent DIF: Moderate REF: Full p. 161 | Seagull p. 174 MSC: Remembering OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 95. What was one outcome of the Seven Years’ War in Pennsylvania? a. Relationships between colonists and Indians improved. b. Indians took over the government for five years. c. The Quaker elite lost power. d. Colonists promised to treat Indians less severely. e. Indian enemies were persecuted, but Indian allies were rewarded. ANS: C TOP: Battle for the Continent DIF: Moderate REF: Full p. 161 | Seagull p. 175 MSC: Understanding OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 96. What was the purpose of Scarouyady’s 1765 “Speech to Pennsylvania Provincial Council”? a. to negotiate a treaty to establish Oneida territory in northwest Pennsylvania b. to pledge the assistance of the Oneida in fighting the French c. to distinguish the Oneida as the friend of white men, unlike other hostile tribes d. to claim compensation for the seizure of Oneida land by white settlers e. to oppose the construction of the fort at Shamokin because it would be on sacred Oneida ground ANS: C TOP: Voices of Freedom | Primary Source Document DIF: Moderate REF: Full p. 162 | Seagull p. 176 MSC: Understanding OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 97. In his 1765 “Speech to Pennsylvania Provincial Council,” what does Scarouyady urge the Pennsylvania colonists to do in regard to the Delaware Indians and the Six Nations? a. to convert these groups to Christianity so that they will achieve salvation b. to defeat these groups militarily in order to establish the dominance of the colonists c. to treat these groups with respect because they were sure to defeat the colonists d. to put down their weapons and abandon their colonies by fleeing to the West e. to reject their own way of life and officially join these tribes by adopting their practices ANS: B TOP: Voices of Freedom | Primary Source Document DIF: Moderate REF: Full p. 162 | Seagull p. 176 MSC: Understanding OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 98. What right does Pontiac claim for Indians in his 1762 and 1763 speeches? a. the right to vote alongside British colonists b. the right to take scalps while waging war c. the right to buy and sell land freely for a large profit d. the right to purchase weapons from white men e. the right to occupy the land of their traditional territories ANS: E TOP: Voices of Freedom | Primary Source Document DIF: Moderate REF: Full p. 163 | Seagull p. 177 MSC: Understanding OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 99. In his 1762 and 1763 speeches, what does Pontiac portray as the wishes of the Great Spirit and the Master of Life, as told to the prophet Neolin? a. the military defeat of the white man b. peaceful coexistence of the Indians and white men c. the adoption of white customs as a means of encouraging Indian prosperity d. the reliance of the Indians on bread, pork, and beef e. an epidemic that will decimate white populations ANS: A TOP: Voices of Freedom | Primary Source Document DIF: Moderate REF: Full p. 163 | Seagull p. 177 MSC: Understanding OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 100. During the French and Indian War, how did the Quakers uphold their principles? a. They asked for a holiday to honor William Penn. b. They declared war due to aggressive French incursions into Pennsylvania. c. They urged that all Native Americans be removed from Pennsylvania. d. They praised the middle ground because it brought wealth to Pennsylvanians. e. They refused to endorse the war and resigned their colonial assembly seats. ANS: E TOP: Battle for the Continent DIF: Moderate REF: Full p. 164 | Seagull p. 175 MSC: Analyzing OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 101. What did the Paxton Boys demand? a. that liquor not be banned in Georgia b. that slave codes be tightened in New York c. that the Indians be removed from Pennsylvania d. that the French be hanged in Quebec e. that John Peter Zenger be tried for treason ANS: C TOP: Battle for the Continent DIF: Easy REF: Full p. 164 | Seagull p. 175 MSC: Remembering OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 102. Who drafted the Albany Plan of Union? a. George Washington b. Benjamin Franklin c. William Pitt d. John Peter Zenger e. Thomas Jefferson ANS: B TOP: Battle for the Continent DIF: Easy REF: Full p. 164 | Seagull p. 178 MSC: Remembering OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 103. Why were colonial assemblies critical of the Albany Plan of Union? a. They felt it went against Enlightenment ideas on free trade. b. They feared repercussions from the French. c. They wanted to work as individual colonies to establish better relations with the Native Americans. d. They felt their respective colonial assemblies would lose power. e. They believed it would slow the influence of the Great Awakening. ANS: D TOP: Battle for the Continent DIF: Moderate REF: Full p. 164 | Seagull p. 178 MSC: Analyzing OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. 104. Which one of the following was a consequence of the Seven Years’ War? a. strengthened pride among American colonists about being part of the British empire b. the founding of the new colony of Ohio in territory acquired from France c. a weakening of liberties as France made gains in North America d. the creation of a central colonial government under the Albany Plan of Union e. increased popularity of the Anglican Church among ordinary colonists ANS: A TOP: Battle for the Continent DIF: Easy REF: Full p. 164 | Seagull p. 178 MSC: Understanding OBJ: 7. Describe the impact of the Seven Years’ War on imperial and Indian-white relations. What is true of the period historians call “the Age of Revolution”? a. Revolutions occurred only in the New World, while Europe remained largely unchanged. b. It was primarily characterized by the struggle to reinstate rightful monarchs. c. It began with the French Revolution and ended with the Mexican Revolution. d. It was characterized by a flowering of religious, intellectual, and racial tolerance. e. Revolutions began in British North America and spread to Europe, the Caribbean, and Latin America. ANS: E TOP: The American Revolution DIF: Easy REF: Full p. 171 | Seagull p. 181 MSC: Remembering OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 2. Who were the Loyal Nine? a. a group of merchants and craftsmen active in opposing the Stamp Act b. a group of British-appointed governors who opposed the Revolution c. nine Native American tribes who sided with the British d. a group of women committed to using only homespun cloth during the boycott e. the nine delegates to the first Continental Congress ANS: A TOP: Introduction DIF: Easy REF: Full p. 171 | Seagull p. 181 MSC: Remembering OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 3. The attack by Massachusetts colonists on the home of lieutenant governor and chief justice Thomas Hutchinson a. convinced him that the Stamp Act, which he had previously supported, was unwise. b. included a physical assault of Hutchinson’s family, an act that prompted Great Britain to clamp down on colonial liberties. c. led Hutchinson to believe that effective British rule would require the loss of some liberties for the colonists. d. led Parliament to repeal the Townshend Acts immediately. e. included prominent Boston residents such as Samuel and John Adams. ANS: C TOP: Political History | Introduction DIF: Moderate REF: Full p. 172 | Seagull p. 181–182 MSC: Understanding OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 4. Which one of the following statements accurately characterizes the British approach to governing the American colonies prior to 1763? a. The British were entirely hands-off in their supervision of the colonies, granting them complete freedom to issue their own currency and create their own rules and policies. b. The British refused to involve the colonies in major conflicts such as the Seven Years’ War because they were too far away and the colonies were too poor, thereby causing the colonists to feel excluded. c. The British emphasized giving the colonists complete economic freedom, on the one hand, but requiring that colonists follow British rules regarding religion and social codes on the other. d. The British only occasionally intervened in the internal affairs of the colonies, instead remaining focused on protecting the economic interests of the mother country, especially through trade. e. The British devoted their attention to appointing all positions in colonial government, requiring strict adherence to British rule and mandates, and covering the funding of all military ventures in North America. ANS: D TOP: The Crisis Begins DIF: Difficult REF: Full p. 172 | Seagull p. 182 MSC: Analyzing OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 5. After what major event did the British government make the colonies bear part of the cost of the empire? a. the Declaration of Independence b. King Philip’s War c. the Seven Years’ War d. the Boston Tea Party e. the appointment of William Pitt as British prime minister ANS: C TOP: The Crisis Begins DIF: Easy REF: Full pp. 172–173 | Seagull p. 181 MSC: Remembering OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 6. Britain intervened in the colonies in new ways in the 1760s a. because the colonial leaders asked it to. b. because the colonial economies were in chaos. c. because it sought to abolish slavery. d. to raise funds to pay for the debts incurred by the Seven Years’ War. e. to redistribute wealth from the elite planter class to the working class. ANS: D TOP: The Crisis Begins DIF: Easy REF: Full pp. 172–173 | Seagull p. 183 MSC: Understanding OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 7. What was an important political origin of the American Revolution? a. The Sugar Act financially hurt merchants living outside colonial ports. b. The Stamp Act was a tax that very few colonists had to pay. c. The colonists wanted a physical westward barrier to settlements. d. The colonists criticized their lack of representation in Parliament. e. The colonists wanted the writs of assistance to be actively enforced. ANS: D TOP: The Crisis Begins DIF: Moderate REF: Full p. 173 | Seagull p. 183 MSC: Understanding OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 8. Virtual representation was the idea a. that only those who were elected by a given population could represent that population in a legislative body. b. about representation that most politically active American colonists in the 1760s and 1770s championed. c. that Parliament had always had complete sovereignty over the king. d. that each member of Britain’s House of Commons represented the entire empire, not just his own district. e. that the king should appoint delegates to represent the colonies in the British House of Commons. ANS: D TOP: The Crisis Begins DIF: Moderate REF: Full p. 173 | Seagull p. 183 MSC: Understanding OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 9. Writs of assistance alarmed colonists because they a. required colonists to assist British officials in administering the Stamp Act. b. were general search warrants that allowed customs officials to search anywhere they chose for smuggled goods. c. required stamps for all kinds of printed material. d. required colonists to retrieve the tea thrown into Boston Harbor. e. imposed new taxes on goods imported from the Caribbean. ANS: B TOP: The Crisis Begins DIF: Easy REF: Full p. 173 | Seagull p. 183 MSC: Remembering OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 10. Which of the following statements best explains colonial resistance to the Sugar Act? a. It made rum much more expensive to produce and thus to purchase. b. It doubled the price on sugar, making it too expensive for middle-class consumers. c. It allowed smugglers to pay a fine rather than being tried in a court with a jury. d. It outlawed the admiralty courts and forced smugglers to stand trial in London. e. It was expected to worsen an existing economic recession. ANS: E TOP: The Crisis Begins DIF: Moderate REF: Full p. 173 | Seagull p. 184 MSC: Understanding OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 11. With the Sugar Act, Britain a. attempted to force the North American colonies to import more sugar from the British West Indies. b. abolished slavery on all colonial sugar plantations. c. required colonists to work for wages on Barbadian sugar plantations. d. cracked down on smuggling by prosecuting accused smugglers without the benefit of a jury trial. e. required South Carolina and Virginia to shift their main crops to sugar. ANS: D TOP: The Crisis Begins DIF: Moderate REF: Full p. 173 | Seagull p. 184 MSC: Remembering OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 12. The Stamp Act created such a stir in the colonies because a. it was established by the King without Parliament’s approval. b. lawyers were offended that they could be jailed for not using the correct stamp on legal documents. c. it was the first direct tax Parliament imposed on the colonies. d. none of the revenue raised would be spent within the colonies themselves. e. Benjamin Franklin went public with his opposition to it. ANS: C TOP: The Crisis Begins DIF: Moderate REF: Full pp. 173–174 | Seagull p. 184 MSC: Understanding OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 13. How did the Stamp Act differ from the Sugar Act? a. Whereas the Stamp Act was still in place at the time of the outbreak of the Revolutionary War, the Sugar Act was quickly repealed. b. Whereas the Stamp Act affected, and therefore offended, a large portion of the colonial population, the Sugar Act mainly affected residents of colonial ports. c. Whereas the Stamp Act was predominantly opposed by northern merchants, the Sugar Act was mainly opposed by southern planters. d. Whereas the Stamp Act was passed in close collaboration with colonial leaders, the Sugar Act was a total surprise to the colonists. e. Whereas the Stamp Act focused on the regulation of trade, the Sugar Act was a direct tax on the colonists. ANS: B TOP: The Crisis Begins DIF: Moderate REF: Full p. 174 | Seagull p. 184 MSC: Applying OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 14. How did the British government predominantly view the American colonies prior to the Revolution? a. as an expensive and troublesome responsibility that many in Parliament were eager to be free from b. as an economic possession, the inhabitants of which were merely employees of the empire and had no political rights whatsoever c. as a “sister nation,” destined for independence, but as of yet too immature and economically undeveloped to rule itself d. as a “confederation of equals” with British citizens, highly involved in creating British laws and thus obligated to respect them e. as unequal parts in a larger political and economic system, strictly subject to the rulings of Parliament ANS: E TOP: The Crisis Begins DIF: Moderate REF: Full p. 174 | Seagull p. 186 MSC: Remembering OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 15. Americans were not represented in the House of Commons, and therefore felt they were being taxed without their consent. What rallying cry did this lead to? a. “Give me liberty, or give me death!” b. “We are freemen—not born slaves!” c. “All men are created equal.” d. “We have it in our power to begin the world over again.” e. “No taxation without representation!” ANS: E TOP: The Crisis Begins DIF: Easy REF: Full p. 175 | Seagull p. 186 MSC: Remembering OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 16. What was one of the outcomes of the Stamp Act? a. Lower-class riots in response to the act began to worry elite rulers and landholders. b. The Stamp Act Congress insisted that the right to consent to taxation was essential to people’s freedom. c. The Stamp Act Congress adopted the Declaratory Act, which formally defined American liberties. d. Thomas Jefferson publicly stated that revolting against Great Britain had become necessary. e. Disagreements about the best response to the act split colonial governments into opposing factions. ANS: B TOP: The Crisis Begins DIF: Moderate REF: Full p. 175 | Seagull p. 186 MSC: Understanding OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 17. Which was an aim of the Stamp Act Congress of 1765? a. to secure support from colonial governments for declaring independence from England b. to end all boycotts of British goods c. to empower colonies to act independently of one another when dealing with the British d. to punish those loyal to the British by seizing their property e. to assert that colonies should not be taxed without consent ANS: E TOP: The Crisis Begins DIF: Moderate REF: Full p. 175 | Seagull p. 186–187 MSC: Understanding OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 18. What role did the Committees of Correspondence play in the years preceding the revolution? a. They opened up effective channels of communication between the colonists and their Indian allies. b. They allowed the British to enforce taxes and regulations more efficiently. c. They exacerbated tensions between Protestants and Catholics in the colonies. d. They helped colonial leaders to share ideas on resisting taxation. e. They created an irreparable rift between northern and southern states. ANS: D TOP: The Crisis Begins DIF: Moderate REF: Full p. 175–176 | Seagull p. 187 MSC: Understanding OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 19. Which of the following descriptions accurately characterizes resistance to the Stamp Act? a. sporadic and almost nonexistent b. rowdy, vocal, and widespread c. divisive and harmful to any sense of colonial unity d. limited to coastal merchants e. disorganized and ineffective ANS: B TOP: The Crisis Begins DIF: Easy REF: Full p. 175–176 | Seagull p. 187 MSC: Understanding OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 20. What idea did both the Regulators and Stamp Act Congress share? a. There should be no taxes under any circumstances. b. Colonists wanted to be represented in the government. c. Colonial governors should make decisions unilaterally. d. Boycotts did not work as a means of protest. e. Native Americans should remain in control of land west of the Appalachians. ANS: B TOP: The Crisis Begins DIF: Moderate REF: Full pp. 175, 177 | Seagull pp. 187, 189 MSC: Evaluating OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 21. The Sons of Liberty a. enjoyed support from New York craftsmen and laborers. b. won widespread support from New York’s upper classes. c. opposed any violent response to the Stamp Act. d. never found support among the lower classes of colonists. e. immediately came to dominate colonial legislative bodies. ANS: A TOP: The Crisis Begins DIF: Moderate REF: Full p. 176 | Seagull p. 188 MSC: Remembering OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 22. The Sons of Liberty a. were celebrated by prominent New York families such as the Livingstons. b. took the lead in enforcing the boycott of British imports in New York City. c. were opposed by craftsmen, laborers, and sailors. d. helped to enforce the Stamp Act. e. opposed public protests. ANS: B TOP: The Crisis Begins DIF: Easy REF: Full p. 176 | Seagull p. 188 MSC: Remembering OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 23. The Declaratory Act a. imposed a boycott on all manufactured goods produced in the colonies. b. declared that colonists had to house British soldiers in their homes. c. closed the Port of Boston on account of the Boston Tea Party. d. rejected American claims that only their elected representatives could levy taxes. e. proclaimed the colonies’ independence from Great Britain. ANS: D TOP: The Crisis Begins DIF: Easy REF: Full p. 177 | Seagull p. 189 MSC: Analyzing OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 24. Violent social turmoil in rural areas during the 1760s a. was due entirely to Great Britain’s Proclamation of 1763, which banned western settlement. b. ended when the British army drove Native Americans beyond the line of settlement. c. flourished because the British army had no interest in going beyond coastal cities. d. led to the creation of the Sons of Liberty. e. involved events in both northern and southern colonies. ANS: E TOP: The Crisis Begins DIF: Moderate REF: Full p. 177 | Seagull p. 189 MSC: Remembering OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 25. Which armed group was defeated by the colony’s militia at the 1771 Battle of Alamance? a. the Sons of Liberty b. the Regulators c. the Paxton Boys d. the Association e. the Rangers ANS: B TOP: The Crisis Begins DIF: Moderate REF: Full p. 177 | Seagull p. 189 MSC: Remembering OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 26. The Regulators were concerned primarily with a. the secure possession of their land. b. protecting the privilege of the rich and powerful. c. helping the British to enforce new regulations. d. returning land to Native Americans. e. abolishing slavery. ANS: A TOP: The Crisis Begins DIF: Moderate REF: Full p. 177 | Seagull p. 189 MSC: Understanding OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 27. What became of the Stamp Act? a. A year after it was passed, Parliament repealed it and passed the Declaratory Act. b. It officially remained in effect until America achieved independence. c. The less onerous Sugar Act officially replaced it in 1770. d. As the colonists had largely ignored it, more severe laws soon accompanied it. e. The Stamp Act Congress of 1765 immediately rendered it obsolete. ANS: A TOP: The Crisis Begins DIF: Moderate REF: Full p. 177 | Seagull p. 189 MSC: Understanding OBJ: 1. Describe the roots and significance of the Stamp Act controversy. 28. What was the aim of the Townshend Acts? a. raising revenue by taxing imported goods b. preventing the colonies from establishing their own courts c. declaring a formal boycott on Britain by colonial legislatures d. reducing the smuggling of sugar and rum e. securing lodging for British soldiers in the colonies ANS: A TOP: The Road to Revolution DIF: Easy REF: Full p. 178 | Seagull 190 MSC: Understanding OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 29. Which is true of John Dickinson’s Letters from a Farmer in Pennsylvania? a. It was a direct refutation of the ideas of the Enlightenment and showed that these ideas had not yet made it to America. b. It explicitly appealed to laborers and craftsmen and showed that they were the center of political debate. c. It was the first published document proposing independence from Great Britain. d. It argued that colonists should reconcile with Britain and focus on securing the same rights as Englishmen. e. It reflected many of the ideas later expressed in the Declaration of Independence. ANS: D TOP: The Road to Revolution DIF: Moderate REF: Full p. 178 | Seagull p. 190 MSC: Understanding OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 30. The “Daughters of Liberty” was the name given to a. the female children of all the Founding Fathers. b. New England women who won voting rights in the 1770s. c. the brave women who cared for wounded soldiers during the early battles of the Revolution. d. women who spun and wove to create their own clothing rather than buy British goods. e. the first national women’s patriotic organization raising money for the Continental army. ANS: D TOP: The Crises Begins DIF: Moderate REF: Full p. 178 | Seagull p. 191 MSC: Remembering OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 31. Which group was initially reluctant to boycott British goods following the passage of the Townshend Acts? a. the wives of farmers and craftsmen b. Chesapeake planters c. the Committee of Correspondence d. Philadelphia and New York City merchants e. urban artisans ANS: D TOP: The Road to Revolution DIF: Easy REF: Full p. 179 | Seagull p. 190 MSC: Remembering OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 32. The Boston Massacre occurred when British soldiers a. killed Indians who were raiding frontier towns. b. fired into a mob and killed a number of Boston residents. c. captured members of the Sons of Liberty involved in the Boston Tea Party. d. fired on local minutemen guarding an arsenal. e. tried to defend Thomas Hutchinson from an angry mob. ANS: B TOP: The Road to Revolution DIF: Moderate REF: Full p. 179 | Seagull p. 191 MSC: Remembering OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 33. The underlying tension that escalated into the Boston Massacre was between a. supporters and opponents of the boycott of British cloth. b. British troops stationed in Boston and the city’s laborers competing for jobs. c. two factions of British troops from Liverpool and London, who disagreed over military strategy. d. British troops and local farmers. ANS: B TOP: The Road to Revolution DIF: Moderate REF: Full p. 179 | Seagull p. 191 MSC: Remembering OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 34. Crispus Attucks a. defended in court the British soldiers who participated in the Boston Massacre. b. organized the boycott of British imports following the Townshend Act. c. was the first person of mixed race to serve in the Continental Congress. d. has been called the first martyr of the American Revolution. e. died bravely at the Battle of Concord. ANS: D TOP: The Road to Revolution DIF: Easy REF: Full pp. 179–180 | Seagull p. 191 MSC: Remembering OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 35. What was one of the ways in which Paul Revere’s engraving of the Boston Massacre was significant? a. It accidentally divulged secret information about the revolutionaries’ plans and gave the British the advantage during the first battle of the war. b. It helped encourage reconciliation efforts between the colonies and Great Britain for a time due to its portrayal of the event as two-sided. c. Its resurfacing as an artifact much later in history demonstrates how few colonists had heard of the event at the time. d. It distorted what had happened and stirred indignation in the colonies by depicting British soldiers firing into an unarmed crowd. e. It criticized how the British involved in the massacre went back to their daily lives immediately and remained under the protection of the crown. ANS: D TOP: The Road to Revolution DIF: Difficult REF: Full p. 180 | Seagull p. 192 MSC: Applying OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 36. Which one of the following statements accurately describes the results or duration of the nonimportation movement? a. It lasted through the outbreak of the Revolutionary War and was crucial in helping to establish a strong American manufacturing sector. b. It resulted in the creation of a powerful group of smugglers who sided with the British during the Revolutionary War. c. American merchants largely abandoned it when Parliament repealed the Townshend Acts at the urging of British merchants. d. Soon after it began, colonial leaders urged the colonists to abandon it because they felt that it was too harmful to the local economy. e. It resulted in an economic recession in England that led many British citizens to reject the crown and openly support the colonists. ANS: C TOP: The Road to Revolution DIF: Moderate REF: Full p. 180 | Seagull p. 192 MSC: Understanding OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 37. What primarily motivated the British to place a tax on tea by passing the Tea Act? a. a desire to reassert the British right to tax the colonies after having given up that right b. an overabundance of tea in British warehouses c. a desire to punish the colonists for the long-term boycott of British goods d. a need for revenue to fund the Revolutionary War, which had recently begun e. aiding the financially ailing East India Company, a giant trading monopoly ANS: E TOP: The Road to Revolution DIF: Difficult REF: Full p. 180 | Seagull pp. 192–193 MSC: Analyzing OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 38. Why did colonists object to the Tea Act? a. It would aid a different part of the empire rather than their own. b. By paying it, they would be acknowledging Great Britain’s right to tax the colonists. c. It granted a monopoly, and the colonists opposed all forms of monopoly. d. The British East India Company made inferior tea, and colonists preferred not to drink it. e. It raised the tax on tea so much as to make tea prohibitively expensive. ANS: B TOP: The Road to Revolution DIF: Moderate REF: Full p. 180 | Seagull p. 193 MSC: Understanding OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 39. Which of the following was a component of the Intolerable Acts? a. British authorities stationed soldiers in Boston for the first time and officially declared war, stating that the actions of the colonists were no longer tolerable. b. All American ports were closed off to trade of any kind until the tea destroyed by the Boston Tea Party was paid for in full. c. The Massachusetts governor was authorized to appoint council members instead of holding elections to fill the positions. d. It granted legal rights to Roman Catholics living in the American colonies, causing increased disunity among the American colonists. e. Colonists were forbidden from producing or using their own linen, wool, or paper, causing them to rely entirely on British imports. ANS: C TOP: The Road to Revolution DIF: Moderate REF: Full p. 181 | Seagull p. 193 MSC: Remembering OBJ: 3. Identify the key events that marked the move toward American independence. 40. Who was most directly harmed by the Boston Tea Party? a. the Massachusetts governor b. Boston artisans c. Boston merchants d. the British navy e. the East India Company ANS: E TOP: The Road to Revolution DIF: Moderate REF: Full p. 181 | Seagull p. 193 MSC: Understanding OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 41. Which action by British Parliament was labeled an “Intolerable Act” by Americans? a. Parliament closed the port of Charleston to all trade until the coffee dumped in the harbor was paid for. b. Parliament altered the Virginia Charter to curtail town meetings. c. Parliament increased the number of elected officials in Massachusetts. d. Parliament jailed the delegates to the Continental Congress. e. Parliament empowered military commanders to lodge soldiers in private homes. ANS: E TOP: The Coming of Independence DIF: Moderate REF: Full p. 181 | Seagull p. 193 MSC: Remembering OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 42. The British Parliament’s 1774 Quebec Act a. banned the Catholic Church in Quebec, in hopes of securing the loyalty of Massachusetts colonists. b. granted the province of Quebec to New York, in hopes of securing the loyalty of New York colonists. c. granted legal toleration to the Roman Catholic Church in Canada, which heightened opposition to British rule among many Protestant colonists. d. granted Quebec independence from Britain, hoping to enlist the Quebecois in any future conflicts with the colonies. e. returned all former tribal lands in Quebec to the Indian tribes. ANS: C TOP: The Coming of Independence DIF: Moderate REF: Full p. 181 | Seagull p. 193 MSC: Remembering OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 43. What were the Suffolk Resolves? a. the peace treaty that ended the Regulator movement in North Carolina b. a list of demands addressed to landlords, made in 1772 by New York tenant farmers c. a group of anti–Tea Act petitions from Boston merchants to the Massachusetts royal governor d. the resolutions pledging the Continental Congress’s loyalty to King George III in 1775 e. a set of resolutions made in 1774, urging Massachusetts citizens to prepare for war ANS: E TOP: The Coming of Independence DIF: Moderate REF: Full p. 181 | Seagull p. 194 MSC: Remembering OBJ: 3. Identify the key events that marked the move toward American independence. 44. Who were the delegates to the first Continental Congress? a. men representing all thirteen colonies and coming from various economic classes b. largely upper-class men and women exclusively from the South c. well-known men exclusively from the Northeast and Mid-Atlantic colonies d. prominent political leaders, all men, from all colonies except Georgia e. Loyalists who hoped to gain better control over colonial legislatures ANS: D TOP: The Coming of Independence DIF: Moderate REF: Full pp. 181–182 | Seagull p. 194 MSC: Understanding OBJ: 2. Identify the key events that sharpened the divisions between Britain and the colonists in the late 1760s and early 1770s. 45. At the first Continental Congress, who declared, “I am not a Virginian, but an American”? a. Thomas Jefferson b. George Washington c. Richard Henry Lee d. Patrick Henry e. Edmund Randolph ANS: D TOP: The Coming of Independence DIF: Easy REF: Full p. 182 | Seagull p. 194 MSC: Remembering OBJ: 3. Identify the key events that marked the move toward American independence. 46. What did the Continental Association call for? a. a near total end to trade with Great Britain and the West Indies b. the democratic election of all colonial government officials c. the adoption of a formal declaration of independence from Britain d. an end to the slave trade e. the right to free assembly and to trial by jury ANS: A TOP: The Coming of Independence DIF: Easy REF: Full p. 182 | Seagull p. 194 MSC: Remembering OBJ: 3. Identify the key events that marked the move toward American independence. 47. What was the purpose of the Committees of Safety? a. to maintain a twenty-four-hour watch for approaching British soldiers b. to police the local population and punish those not following the boycott of British goods c. to stop smugglers and confiscate their goods d. to prevent Catholics from holding mass or preaching their beliefs e. to protect British officials living in the largest colonial cities ANS: B TOP: The Coming of Independence DIF: Moderate REF: Full p. 182 | Seagull 194–195 MSC: Understanding OBJ: 3. Identify the key events that marked the move toward American independence. 48. In the years immediately before the American Revolution, the concept of natural rights a. greatly influenced Thomas Jefferson’s early writings. b. prompted Thomas Jefferson to support independence before the war even began. c. caused many American colonists to call for the abolition of the monarchy. d. contradicted the argument for colonial resistance. e. led to Parliament’s passage of the Declaratory Act of 1766. ANS: A TOP: The Coming of Independence DIF: Difficult REF: Full p. 183 | Seagull p. 195–196 MSC: Understanding OBJ: 3. Identify the key events that marked the move toward American independence. 49. By 1774, how did the Germans of Northampton County, Pennsylvania, react to talks of liberty? a. They supported the idea of natural rights for subjects of King George III. b. They feared it would give too much freedom to Indians in Pennsylvania. c. They did not like the focus on individualism. d. They focused only on freedom of religion. e. They supported liberty but opposed the American Revolution. ANS: A TOP: The Coming of Independence DIF: Moderate REF: Full p. 183 | Seagull p. 195 MSC: Understanding OBJ: 3. Identify the key events that marked the move toward American independence. 50. Which of the following battles was among the very first of the American War of Independence? a. Yorktown b. Monmouth c. Bunker Hill d. Saratoga e. Cowpens ANS: C TOP: The Coming of Independence DIF: Moderate REF: Full p. 184 | Seagull p. 196 MSC: Remembering OBJ: 3. Identify the key events that marked the move toward American independence. 51. What is the significance of the Battle of Lexington and Concord? a. It was the first battle in which the French fought with the Americans. b. It is considered the battle that started the Revolutionary War. c. It was the first battle in which George Washington served as general. d. It was the first battle in which ex-slaves fought with the British. e. It is considered the worst American defeat during the Revolutionary War. ANS: B TOP: The Coming of Independence DIF: Easy REF: Full p. 184 | Seagull p. 196 MSC: Remembering OBJ: 3. Identify the key events that marked the move toward American independence. 52. What prompted the British to declare that the colonies were in a state of rebellion? a. signing of the Declaration of Independence b. creation of a standing army by the Second Continental Congress c. formation of the Stamp Act Congress d. the Battle of Bunker Hill e. the Olive Branch Petition ANS: B TOP: The Coming of Independence DIF: Moderate REF: Full p. 184 | Seagull p. 196 MSC: Understanding OBJ: 3. Identify the key events that marked the move toward American independence. 53. What was the result of the Americans’ placement of a cannon above Boston following the Battle of Bunker Hill? a. Benedict Arnold defected to the British. b. General Howe surrendered to Washington’s troops. c. British troops abandoned Boston to the colonists. d. Washington abandoned New York City to the British. e. British forces captured an American army of 5,000 men. ANS: C TOP: The Coming of Independence DIF: Easy REF: Full p. 184 | Seagull p. 196 MSC: Remembering OBJ: 3. Identify the key events that marked the move toward American independence. 54. John Adams recommended George Washington as commander of the Continental army because a. he knew that Washington was weighing an offer from Britain to lead its North American forces. b. he shared Washington’s view of the importance of natural rights. c. he believed that Washington’s being a southerner could help unify the colonists. d. he knew Washington had opposed General Howe’s forces cutting down the Liberty Tree. e. they had an agreement that Adams would then be put in charge of administering the army in the New England colonies. ANS: C TOP: Political History | The Outbreak of War DIF: Moderate REF: Full p. 184 | Seagull p. 197 MSC: Understanding OBJ: 3. Identify the key events that marked the move toward American independence. 55. Which of the following made many colonial leaders hesitant to support the idea of independence? a. the cautionary words in Common Sense about the foolishness of fighting the British b. fear of class conflict and “anarchy from below” c. reluctance to lose the highest positions within the colonial government structure d. the belief of most colonists that taxation was actually highly beneficial to the colonies e. a desire to wait until the allegiance of Canada and the West Indies could be secured ANS: B TOP: The Coming of Independence DIF: Moderate REF: Full pp. 184–185 | Seagull p. 197 MSC: Understanding OBJ: 3. Identify the key events that marked the move toward American independence. 56. What did Lord Dunmore do that horrified many southerners? a. He encouraged Indians to conduct raids against backcountry settlements in the Carolinas. b. He issued a proclamation freeing all slaves south of the Ohio River. c. He promised freedom to slaves who joined the British cause. d. He confiscated the property of Loyalists. e. He circulated germ-ridden blankets among frontier towns to spread disease. ANS: C TOP: The Coming of Independence DIF: Easy REF: Full p. 185 | Seagull p. 197 MSC: Remembering OBJ: 3. Identify the key events that marked the move toward American independence. 57. Who argued that “true liberty” could only be achieved by remaining in the British empire? a. Ben Franklin b. Sam Adams c. Ethan Allen d. George Washington e. Joseph Galloway ANS: E TOP: The Coming of Independence DIF: Moderate REF: Full p. 185 | Seagull p. 197 MSC: Remembering OBJ: 3. Identify the key events that marked the move toward American independence. 58. The Olive Branch Petition a. was meant to ease tensions among the organized political parties within the Continental Congress. b. enabled northern and southern colonies to work together. c. convinced Thomas Paine that he had enough support to write Common