American People, The Creating a Nation and a Society, Concise Edition, Combined Volume, 7E Gary B Na by Ace Test Banks

TEST ITEM FILE Jason Newman Consumnes River College

THE AMERICAN PEOPLE: CREATING A NATION AND A SOCIETY CONCISE SEVENTH EDITION

Email: richard@qwconsultancy.com

Table of Contents Chapter 1

Ancient America and Africa

Chapter 2

Europeans and Africans Reach the Americas

Chapter 3

Colonizing a Continent in the Seventeenth Century

Chapter 4

The Maturing of Colonial Society

Chapter 5

Bursting the Bonds of Empire

Chapter 6

A People in Revolution

Chapter 7

Consolidating the Revolution

Chapter 8

Currents of Change in the Northeast and the Old Northwest

Chapter 9

Slavery and the Old South

Chapter 10

Shaping America in the Antebellum Age

108

Chapter 11

Moving West

121

Chapter 12

The Union in Peril

134

Chapter 13

The Union Severed

147

Chapter 14

The Union Reconstructed

160

Chapter 15

The Realities Rural America

172

Chapter 16

The Rise of Smokestack America

185

Chapter 17

The New Metropolis

197

Chapter 18

Becoming a World Power

208

iii

Chapter 19

The Progressives Confront Industrial Capitalism

221

Chapter 20

The Great War

233

Chapter 21

Affluence and Anxiety

246

Chapter 22

The Great Depression and the New Deal

259

Chapter 23

World War II

272

Chapter 24

Chills and Fever During the Cold War, 1945-1960

286

Chapter 25

Postwar America at Home, 1945-1960

298

Chapter 26

Reform and Rebellion in the Turbulent Sixties, 1960-1969

312

Chapter 27

Disorder and Discontent, 1969-1980

324

Chapter 28

Conservatism and a Shift in Course, 1980-2010

337

The American People, Concise, 7e (Nash) Chapter 1 Ancient America and Africa MULTIPLE CHOICE 1) Many ancient humans migrated to the Americas over a A) wooden bridge. B) land bridge. C) volcanic crater. D) cobblestone road. Answer: B Diff: 2 Page Ref: 3 Skill: Factual Topic: The People of America Before Columbus 2) As a result of the development of agriculture in the Americas, the members of native tribes A) abandoned regional trading networks. B) engaged solely in agricultural tasks. C) lost faith in religious leaders. D) grew in numbers and founded separate societies. Answer: D Diff: 3 Page Ref: 4-5 Skill: Interpretive Topic: The People of America Before Columbus 3) The Spanish encountered the Aztec people in Mexico in the year A) 1492. B) 1519. C) 1545. D) 1619. Answer: B Diff: 3 Page Ref: 5 Skill: Factual Topic: The People of America Before Columbus 4) The Aztecs, one of the Meso-American empires, created a(n) A) empire that controlled a population estimated at between 10 and 20 million people. B) highly stratified society. C) capital city that amazed the Spanish with its grandeur. D) sophisticated agricultural system. Answer: D Diff: 3 Page Ref: 5 Skill: Interpretive Topic: The People of America Before Columbus

5) The Pueblo people of the American Southwest, encountered by the Spanish in the 1540s, A) built ceremonial mounds on which to worship their gods. B) failed to develop agricultural techniques suitable for their arid environment. C) used irrigation canals, dams, and hillside terracing to water their arid maize fields. D) made their clothing and utensils from buffalo hides and bones. Answer: C Diff: 2 Page Ref: 5-6 Skill: Interpretive Topic: The People of America Before Columbus 6) In the seventeenth century, European explorers in the Mississippi and Ohio valleys were amazed to find A) the remnants of ancient European visitors. B) Native Americans living as forest primitives. C) hundreds of large ceremonial mounds. D) a highly developed and far-flung Indian society. Answer: C Diff: 2 Page Ref: 7 Skill: Interpretive Topic: The People of America Before Columbus 7) Archaeological studies of the Mound Builders suggest that Native American A) loss of population and land accompanying the western migration of Europeans was inevitable. B) settlements of the Atlantic seaboard represented the highest levels of pre-Columbian development. C) culture remained static for thousands of years before Europeans arrived. D) societies participated in a vast trading network that linked villages across the continent. Answer: D Diff: 3 Page Ref: 7 Skill: Interpretive Topic: The People of America Before Columbus 8) In which of the following categories did the Iroquois practice a communal lifestyle? A) work B) land use C) hunting D) All of the above. Answer: D Diff: 2 Page Ref: 9 Skill: Interpretive Topic: The People of America Before Columbus 9) The Little Ice Age impacted native societies in the Americas in all of the following ways EXCEPT: A) Native peoples abandoned urban centers. B) Native societies became less populous. C) Native societies became less centralized. D) Native women lost power. Answer: D Diff: 2 Page Ref: 9 Skill: Interpretive Topic: The People of America Before Columbus

10) The results of creating a more cohesive political confederacy for the Iroquois included A) losing hunting grounds to neighboring tribes. B) increasing village stability. C) weakening the Iroquois as warriors. D) population decrease as competition over resources increased. Answer: B Diff: 1 Page Ref: 9 Skill: Interpretive Topic: The People of America Before Columbus 11) The potential for conflict between Europeans and the indigenous people in North America stemmed primarily from different values concerning the A) relationship to the environment. B) role of technology in man’s existence. C) adoption of a sedentary versus a nomadic lifestyle. D) organization of family life. Answer: A Diff: 3 Page Ref: 9 Skill: Interpretive Topic: The People of America Before Columbus 12)Native Americans encountered by Europeans practiced a form of religion known as A) monotheism. B) matrilineal. C) polytheism. D) Christianity. E) Islam. Answer: C Diff: 2 Page Ref: 11 Skill: Factual Topic: The People of America Before Columbus 13) In contrast to the Europeans, most natives of North America believed that land serves as the basis for A) independence and personal identity. B) material wealth. C) political status. D) common sustenance. Answer: D Diff: 2 Page Ref: 10 Skill: Interpretive Topic: The People of America Before Columbus 14) Which of the following characteristics of a matrilineal tribe in North America is NOT accurate? A) sharing of powers in the tribal economy B) newly married men remained in their father’s household C) family membership was determined through the female line D elder women chose male leadership Answer: B Diff: 2 Page Ref: 10 Skill: Interpretive Topic: The People of America Before Columbus 3 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

15) What activities did women perform in the tribal economy of native societies? A) clearing of the land B) entering into battle C) hunting D) control of the raising and distribution of crops Answer: D Diff: 2 Page Ref: 10 Skill: Interpretive Topic: The People of America Before Columbus 16) How did Europeans view Native American people and their behavior? A) as cultural savages B) as religious pagans C) as people to be hated D) All of the above. Answer: D Diff: 2 Page Ref: 11 Skill: Interpretive Topic: The People of America Before Columbus 17) At the time of early contact with Europeans, Africa was a continent marked by A) primitive social organizations. B) sparse and undeveloped settlements. C) diverse and elaborate cultures. D) backward and ignorant peoples. Answer: C Diff: 2 Page Ref: 11 Skill: Interpretive Topic: Africa on the Eve of Contact 18) Population growth and cultural development in West Africa A) depended upon ecological conditions and geography. B) guarded against foreign invasions and influences. C) progressed in regular and set patterns. D) required isolation from other cultures. Answer: A Diff: 3 Page Ref: 11 Skill: Interpretive Topic: Africa on the Eve of Contact 19) The West African empire of Ghana became noted for its A) long-distance commerce. B) elaborate sculpture and metalwork. C) extensive urban settlement. D) All of the above. Answer: D Diff: 2 Page Ref: 12-13 Skill: Interpretive Topic: Africa on the Eve of Contact

20) Mansa Musa, who ruled the West African empire of Mali, A) led a legendary pilgrimage to Mecca. B) never succeeded in making Mali as large as Ghana. C) became so powerful that he led his army across the Sahara. D) achieved little notice from people outside West Africa. Answer: A Diff: 2 Page Ref: 13 Skill: Interpretive Topic: Africa on the Eve of Contact 21) Timbuktu in the fourteenth century was a A) barren and inhospitable location in the Sahara. B) major port of trade with the eastern world on the Indian Ocean. C) military outpost in the kingdom of Ghana. D) city in Mali, with a distinguished faculty of scholars. Answer: D Diff: 2 Page Ref: 13 Skill: Factual Topic: Africa on the Eve of Contact 22) In contrast to the fate of Africans enslaved in the Americas, the slaves in West African societies A) did not suffer a permanently servile condition. B) transferred slave status automatically to their children. C) remained uneducated and unwed. D) lost all legal rights and opportunities for economic advancement. Answer: A Diff: 2 Page Ref: 15 Skill: Interpretive Topic: Africa on the Eve of Contact 23) Africans in West Africa could be enslaved for A) punishment for crimes. B) being black. C) fighting against Europeans. D) refusing to embrace Islam. Answer: A Diff: 2 Page Ref: 15 Skill: Interpretive Topic: Africa on the Eve of Contact 24) The social organization of African societies included A) kings and noblemen at the top. B) a great mass of people who worked as farmers. C) urban craftsmen who supported the elites. D) All of the above. Answer: D Diff: 2 Page Ref: 16-17 Skill: Interpretive Topic: Africa on the Eve of Contact

25) All of the following factors contributed to the rise of modern Europe EXCEPT the A) devastation of the population by the Black Death. B) rediscovery of ancient knowledge. C) emergence of powerful feudal lords. D) revival of long-distance trade. Answer: C Diff: 2 Page Ref: 17-18 Skill: Interpretive Topic: Europe on the Eve of Invading the Americas 26) The movement toward more intensive and profitable agriculture in the sixteenth century A) led to a desire among French noblemen to maximize profits. B) marked the first step toward industrial development in England. C) strengthened regional cultures and leadership in Spain. D) relieved the pressures of unemployment and poverty in England. Answer: B Diff: 3 Page Ref: 18 Skill: Interpretive Topic: Europe on the Eve of Invading the Americas 27) To Europeans, “China” was known as A) America. B) Cathay. C) the Sandwich Islands. D) the Renaissance. E) the Black Death. Answer: B Diff: 2 Page Ref: 20 Skill: Factual Topic: Europe on the Eve of Invading the Americas 28) In 1589 in France, a noble faction assassinated King A) Charles I. B) Charles II. C) Henry II. D) Henry III. Answer: D Diff: 2 Page Ref: 18 Skill: Factual Topic: Europe on the Eve of Invading the Americas 29) Which of the following nations became the early leader of European exploration? A) France B) Spain C) England D) Portugal Answer: D Diff: 1 Page Ref: 18 Skill: Factual Topic: Europe on the Eve of Invading the Americas

30) By the 1430s, Prince Henry’s captains had reached A) the Hawaiian and Tahitian islands. B) the Madeira, Azores, and Canary islands. C) China. D) India. Answer: B Diff: 1 Page Ref: 20-21 Skill: Factual Topic: Europe on the Eve of Invading the Americas TRUE/FALSE 31) People from Asia discovered the “New World” thousands of years before Christopher Columbus. Answer: TRUE Diff: 1 Page Ref: 3 Skill: Factual Topic: The People of America Before Columbus 32) Humans settled the Americas, Japan, and Scandinavia around 35,000 B.C.E. Answer: TRUE Diff: 2 Page Ref: 3 Skill: Factual Topic: The People of America Before Columbus 33) Anthropologists believe that the “agricultural revolution,” the process by which man learned to domesticate plant life, occurred originally in Africa around 9,000 years ago. Answer: FALSE Diff: 3 Page Ref: 4 Skill: Interpretive Topic: The People of America Before Columbus 34) The first European settlers thought the gigantic earthworks made by mound-building societies were constructed by some ancient civilization that had found North America. Answer: TRUE Diff: 2 Page Ref: 7 Skill: Factual Topic: The People of America Before Columbus 35) In the Southeast, native civilizations traced their ancestry back at least 8,000 years. Answer: TRUE Diff: 2 Page Ref: 8 Skill: Factual Topic: The People of America Before Columbus 36) The Iroquois Confederation numbered approximately 10,000 people by 1500. Answer: TRUE Diff: 2 Page Ref: 8 Skill: Factual Topic: The People of America Before Columbus

37) To Native American peoples, trade was not only an economic matter but also a way to preserve reciprocity between individuals and communities. Answer: TRUE Diff: 2 Page Ref: 10-11 Skill: Interpretive Topic: The People of America Before Columbus 38) Silver provided the source of West African wealth as it did in Meso-America. Answer: FALSE Diff: 2 Page Ref: 13 Skill: Interpretive Topic: Africa on the Eve of Contact 39) Africans had a different conception of slavery than did Europeans before 1492. . Answer: TRUE Diff: 2 Page Ref: 15 Skill: Interpretive Topic: Africa on the Eve of Contact 40) Slavery was a new concept to Africans, unknown until Europeans introduced it. Answer: FALSE Diff: 2 Page Ref: 15 Skill: Interpretive Topic: Africa on the Eve of Contact 41) Spain ousted Muslim occupiers in 1492, the same year that Columbus ventured to the Americas. Answer: TRUE Diff: 2 Page Ref: 18 Skill: Factual Topic: The Rebirth of Europe 42) Portuguese sailors ventured down the West African coast by the 1400s. Answer: FALSE Diff: 2 Page Ref: 21 Skill: Factual Topic: The Rebirth of Europe ESSAYS 43) Broadly trace the major phases of pre-Columbian Native American history as charted by archaeologists and anthropologists. Answer: Nomadic bands from Siberia in search of big-game animals migrated across a land bridge to Alaska between 25,000 and 14,000 years ago and began to disperse southward and eastward. As time passed and population increased, these earliest inhabitants of America evolved into separate cultures. Archaeologists and anthropologists have charted several phases of “Native American” history, noting the development of improved technology, the decline of nomadism, the agricultural revolution, and the consequent evolution of greater social and political complexity. Diff: 2 Page Ref: 3-5 Skill: Interpretive Topic: The People of America Before Columbus

44) Identify the Aztec and explain their rise to power. Answer: Successors to the Olmec and Toltec civilizations of Mesoamerica, the Aztecs built a powerful empire between the fourteenth and sixteenth centuries. Skilled warriors, they succeeded in taking control of central Mexico and demanded tribute from the people they conquered. They established a capital city, Tenochtitlan, which dazzled the Spanish when they arrived in the sixteenth century. Diff: 2 Page Ref: 5-6 Skill: Interpretive Topic: The People of America Before Columbus 45) Numerous culture groups developed across the North American continent, each with distinctive lifestyles. Describe the most important features of the following culture groups, paying particular attention to whether or not they engaged in village life, trade and agriculture: Pueblo, Northwest Coast, and Mound Builders. Answer: The Pueblo, who lived in the Southwest, built large, planned villages of multistoried buildings. As farmers, they constructed irrigation canals and terraces for their crops. They were skilled potters and weavers as well. While Northwest Coast native people also lived in villages of several hundred, they did not farm, but instead depended upon fish for their survival. A third culture group, the Mound Builders who lived in the Mississippi Valley, like the Pueblo constructed large villages. They developed an extensive trading network that linked native people from across the continent. Diff: 2 Page Ref: 6-11 Skill: Interpretive Topic: The People of America Before Columbus 46) Discuss the political and social organization of the Iroquois. Answer: The five tribes comprising the League of the Iroquois formed a confederation based on kinship. They strengthened their political alliance in order to suppress intra-Iroquois feuds; their strategy succeeded. Their society stressed communal, rather than individual, survival. Diff: 2 Page Ref: 9 Skill: Interpretive Topic: The People of America Before Columbus 47) Explain the impact trade had on West Africa. Answer: By the fifth century C.E. the empire of Ghana took shape, becoming wealthy and powerful as a result of the trans-Sahara trade in gold and salt. As West Africans, such as the Ghanians, traded with North Africans and Arabs, Arab ideas and the Islamic faith entered the region. The trans-Saharan trade continued to be important to Mali, which replaced Ghana as the region’s political leader, and Islam became more important. The trade that made Ghana and Mali powerful led at first to the rise of the Songhai, but it ultimately contributed to that state’s demise. Moroccan forces conquered Songhai in order to take control of the trade in gold and salt. Diff: 2 Page Ref: 11-15 Skill: Interpretive Topic: Africa on the Eve of Contact

48) Contrast the views of Europeans of the fifteenth and sixteenth centuries with those of Native Americans they encountered on such topics as the environment, social relations, religious beliefs, and slavery. Answer: In general, Native American tribes shared many cultural traits: reverence for the environment, communal ownership of land, matrilineal organization, and a polytheistic religion. In contrast to European societies, these were typically more egalitarian and less stratified. Diff: 3 Page Ref: 9-10 Skill: Interpretive Topic: The People of America Before Columbus 49) How new was slavery to West Africa? How did West Africans view slavery? Answer: Slavery had existed for centuries in Africa. West Africans owned slaves themselves as well as participated in an overland slave trade, selling prisoners of wars and individuals convicted of heinous crimes. Slaves in West Africa lived under the same conditions as their owners and had rights to education, marriage, and their children. Slavery was not always a life-long condition and the children of slaves were free. Diff: 2 Page Ref: 15-16 Skill: Interpretive Topic: Africa on the Eve of Contact 50) What factors contributed to the rise of modern Europe and an age of expansionism from 1000 to 1600 C.E.? Contrast the political and economic changes in England with those of its European counterparts during this time. Answer: A revival of long-distance trade, the emergence of powerful merchants, the rediscovery of ancient knowledge, and the population devastation resulting from the Black Death weakened the feudal system and contributed to the rise of modern Europe. Powerful kings in control of nation-states sought to expand their wealth and influence. In contrast to her European counterparts during this era, England began to limit the king’s power as well as taking the crucial first steps toward industrial development. Diff: 2 Page Ref: 17-22 Skill: Interpretive Topic: Europe on the Eve of Invading the Americas IDENTIFICATION 51) At ________, the Anasazi created large cities, such as Pueblo Bonita. Answer: Chaco Canyon Diff: 1 Page Ref: 6 Skill: Factual Topic: The Peoples of America Before Columbus 52) The city of ________, near present-day St. Louis, served as the urban center of Mississippian culture. Answer: Cohakia Diff: 1 Page Ref: 7 Skill: Factual Topic: Europe on the Eve of Invading the Americas

53) The religion of ________ rose rapidly for several centuries after its founding in 610 C.E. Answer: Islam Diff: 1 Page Ref: 13 Skill: Factual Topic: Africa on the Eve of Contact 54) The city of ________ in Ghana contained the busiest and wealthiest marketplace in West Africa. Answer: Kumbi-Saleh Diff: 2 Page Ref: 13 Skill: Factual Topic: Africa on the Eve of Contact 55) In 1215, the English aristocracy curbed the powers of the king when they forced him to accept the ________. Answer: Magna Carta. Diff: 1 Page Ref: 18 Skill: Factual Topic: Europe on the Eve of Invading the Americas 56) The explorer ________ returned to Venice, Italy, in 1291 with tales of the riches of the East. Answer: Marco Polo Diff: 1 Page Ref: 19 Skill: Factual Topic: Europe on the Eve of Invading the Americas 57) The nation of ________ lost one-third of its population from the Black Death. Answer: China Diff: 1 Page Ref: 18 Skill: Factual Topic: Europe on the Eve of Invading the Americas 58) The rebirth of learning in Europe, called the ________, encouraged freedom of thought, richness of expression, and an emphasis on human abilities. Answer: Renaissance Diff: 1 Page Ref: 20 Skill: Factual Topic: Europe on the Eve of Invading the Americas 59) The first European-controlled ________ were founded by the Portuguese . Answer: plantations Diff: 1 Page Ref: 22 Skill: Factual Topic: Europe on the Eve of Invading the Americas 60) Improvements in sailing by the Portuguese were derived from the _______. Answer: Moors Diff: 1 Page Ref: 22 Skill: Factual Topic: Europe on the Eve of Invading the Americas

The American People, Concise, 7e (Nash) Chapter 2 Europeans and Africans Reach the Americas MULTIPLE CHOICE 1) An African known as Estevan and enslaved by the Spanish A) sailed on all of Columbus’s voyages. B) taught the Spanish how to communicate with their slaves. C) was the first African to die in the New World. D) became an important trailblazer for Spanish explorers. Answer: D Diff: 2 Page Ref: 25 Skill: Interpretive Topic: American Stories 2) Christopher Columbus’s urge to explore A) reflected his commitment to exploit other peoples. B) came primarily from a desire to reap significant fame and riches from his four voyages of exploration. C) developed from his family’s history and experience in trade. D) was inspired by the reconquest of Spain. Answer: D Diff: 2 Page Ref: 26 Skill: Interpretive Topic: Breaching the Atlantic 3) While Spain began to exert its power on the other side of the Atlantic, the Portuguese A) needed to address severe economic problems at home. B) decided to take a leading role in European affairs. C) concentrated on spreading their power to Africa and East Asia. D) entered a race with Spain for control of the Americas. Answer: C Diff: 2 Page Ref: 26-28 Skill: Interpretive Topic: Breaching the Atlantic 4) Spanish and Portuguese explorations of the fifteenth and sixteenth centuries A) helped soothe the Catholic-Protestant division within Christianity. B) prompted immediate competition from England and France. C) retarded the growth of western European economies. D) shifted commercial power from Mediterranean ports to those of the Atlantic. Answer: D Diff: 3 Page Ref: 28 Skill: Interpretive Topic: Breaching the Atlantic

5) According to Martin Luther, good “works” A) offered the means to heavenly salvation. B) represented only the external evidence of grace won through faith. C) enabled an individual to reduce his or her time in purgatory. D) conferred upon an individual the blessings of the Church. Answer: B Diff: 3 Page Ref: 28 Skill: Interpretive Topic: Breaching the Atlantic 6) The doctrines of Protestant leader John Calvin A) appealed only to the poorest and most oppressed peoples of Europe. B) offered a system for both self-discipline and social control. C) emphasized the need for a hierarchical church structure. D) denied hope of salvation to most believers. Answer: B Diff: 3 Page Ref: 29 Skill: Interpretive Topic: Breaching the Atlantic 7) Protestantism did not gain an early foothold in the Americas because A) nations most affected by the Reformation entered overseas exploration later than Spain and Portugal. B) Catholic missionaries were more daring than Protestant missionaries and bravely faced dangers Protestants refused to confront. C) Protestants were more interested in earning profits than in converting souls. D) of Indian resistance. Answer: A Diff: 3 Page Ref: 30 Skill: Interpretive Topic: Breaching the Atlantic 8) Within a single generation of Columbus’s death, Spanish conquistadores A) failed to expand beyond the Caribbean. B) explored, claimed, and conquered most of South America and Central America, but had not yet reached North America. C) explored, claimed, and conquered most of South America, Central America, and parts of North America. D) conquered and claimed Central America. Answer: C Diff: 3 Page Ref: 31 Skill: Interpretive Topic: The Spanish Conquest of America

9) The population of the Americas dramatically declined following the arrival of Europeans primarily because of the A) policy of systematic genocide employed by European explorers toward Native Americans. B) enslavement and brutal treatment of Native Americans by Europeans. C) lack of natural immunity among Native Americans to European diseases. D) loss of morale and sense of hopelessness that pervaded Native American societies. Answer: C Diff: 2 Page Ref: 32 Skill: Interpretive Topic: The Spanish Conquest of America 10) Europeans brought which of the following animals to the New World? A) cattle B) pigs C) goats D) All of the above. Answer: D Diff: 2 Page Ref: 33 Skill: Factual Topic: The Spanish Conquest of America 11) All of the following are true regarding the potato’s role in the “Columbian Exchange” EXCEPT the A) New World sweet potato made its entry into China in the 1500s. B) potato strengthened Europeans’ diet. C) potato led to population growth. D) potato vastly increased crop yields per acre. Answer: D Diff: 3 Page Ref: 33-34 Skill: Interpretive Topic: The Spanish Conquest of America 12) The massive flow of silver bullion from the Americas to Europe in the sixteenth and seventeenth centuries A) increased prevailing wage rates in Europe. B) delayed further exploration of America. C) triggered a century of inflationary pressures. D) hampered capitalist modes of production. Answer: C Diff: 3 Page Ref: 35 Skill: Interpretive Topic: The Spanish Conquest of America 13) The consequences of sugar production in the New World included A) colonizing Brazil. B) revolutionizing European tastes. C) stimulating the transport of millions of African slaves. D) All of the above. Answer: D Diff: 2 Page Ref: 35 Skill: Interpretive Topic: The Spanish Conquest of America 14 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

14) In his travels through the Gulf of Mexico region, Spanish explorer de Soto A) failed to conquer the people he encountered. B) enslaved Indians to serve as pack animals. C) witnessed the ravages of European diseases on native people. D) All of the above. Answer: D Diff: 2 Page Ref: 36 Skill: Interpretive Topic: The Spanish Conquest of America 15) How did the Pueblo native people benefit from Spanish arrival? A) They obtained Spanish military protection against enemy Apaches. B) They had access to grain during times of drought. C) They had access to mission livestock. D) All of the above. Answer: D Diff: 3 Page Ref: 37 Skill: Interpretive Topic: The Spanish Conquest of America 16) After spending 70 years working to convert the Pueblo people, Franciscan friars A) managed to graft a veneer of Catholicism over native culture. B) succeeded in converting the Pueblo leaders, but not the general population. C) converted most members of the population to Christianity. D) concluded that their mission was hopeless. Answer: A Diff: 2 Page Ref: 37 Skill: Interpretive Topic: The Spanish Conquest of America 17) England began to take greater interest in overseas exploration as a result of all of the following EXCEPT A) economic depression that made people look for new opportunities. B) commercial success in Scandinavia, India, and the Middle East that raised hope for other market expansion. C) wool merchants who wanted new markets. D) improved ships that sailed faster and carried more cargo than before. Answer: D Diff: 2 Page Ref: 38 Skill: Interpretive Topic: England Looks West 18) The defeat of the Spanish Armada by England in 1588 A) solidified Protestantism in England. B) increased English interest in overseas exploration and colonization. C) fanned a nationalistic spirit in England. D) All of the above. Answer: D Diff: 2 Page Ref: 39 Skill: Interpretive Topic: England Looks West 15 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

19) All of the following are true about Queen Elizabeth I of England EXCEPT: A) She ruled from 1558 to 1603. B) She favored Protestantism. C) She initially disfavored overseas expansion. D) All of the above. Answer: D Diff: 2 Page Ref: 39 Skill: Interpretive Topic: England Looks West 20) The first English attempts to colonize on Roanoke Island in the 1580s A) received official approval and financing from Queen Elizabeth. B) attracted significant interest from English merchants and noblemen. C) threatened Spanish control of the Americas. D) failed to establish successful relations with Native Americans. Answer: D Diff: 3 Page Ref: 40 Skill: Interpretive Topic: England Looks West 21) English colonizing ventures in the New World differed from previous Spanish and Portuguese efforts in that English attempts were A) immediate and major successes. B) strictly coordinated and governed by the Crown. C) met with little or no native resistance. D) privately organized and financed. Answer: D Diff: 2 Page Ref: 42 Skill: Interpretive Topic: England Looks West 22) A negative image of Native Americans among English settlers A) justified their claim that natives had disqualified themselves as rightful owners of the land. B) explained for them the easy conquest of the natives by the Spanish. C) spurred their desire to civilize and convert the natives to Christianity. D) resulted from their lack of information about indigenous peoples of the Americas. Answer: A Diff: 2 Page Ref: 43-44 Skill: Interpretive Topic: England Looks West 23) Between 1519 and the early 1800s, which of the following ethnic groups crossed the Atlantic to the Americas in greater numbers than any other? A) Europeans. B) Asians. C) Africans. D) Australians. Answer: C Diff: 2 Page Ref: 46 Skill: Interpretive Topic: African Bondage 16 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

24) How many Africans do historians estimate were taken as slaves to the New World? A) 96 million B) 9.6 million C) 1 million D) 200,000 Answer: B Diff: 2 Page Ref: 45 Skill: Interpretive Topic: African Bondage 25) Which of the following crops did Europeans use African slave labor to produce in the Americas? A) sugar B) rice C) tobacco D) All of the above. Answer: D Diff: 2 Page Ref: 45 Skill: Interpretive Topic: African Bondage 26) The African slave trade helped in the advancement of A) crops. B) agricultural techniques. C) medical knowledge. D) All of the above. Answer: D Diff: 2 Page Ref: 46 Skill: Interpretive Topic: African Bondage 27) Why did the African slave trade begin? A) African rulers wanted to sell slaves to the Chinese. B) Europeans wanted to fill a labor shortage in the Mediterranean world. C) Europeans wanted new workers to drive down wages in the colonies. D) European elites valued African culture and viewed Africans as equals. Answer: B Diff: 2 Page Ref: 46 Skill: Interpretive Topic: African Bondage 28) The first colony organized around slave labor was Portugal’s A) Madeira. B) Brazil. C) Angola. D) Gao. Answer: A Diff: 2 Page Ref: 46 Skill: Factual Topic: African Bondage

29) Most African slaves sent to the Americas were A) criminals. B) debtors. C) war captives. D) the insane. Answer: C Diff: 2 Page Ref: 46 Skill: Factual Topic: African Bondage 30) By the early 1700s, the foremost slave-trading nation in the world was A) India. B) England. C) Spain. D) France. Answer: B Diff: 2 Page Ref: 46 Skill: Factual Topic: African Bondage 31) “Some Taino women married Spanish men and produced the first mestizo society in the Americas.” Mestizo refers to a A) group of people who depend almost exclusively upon maize for their dietary needs. B) culture blending Catholicism with Native American beliefs. C) new language that combined Spanish with Taino. D) person of mixed European and American Indian ancestry. Answer: D Diff: 1 Page Ref: 31 Skill: Applied Topic: The Spanish Conquest of America 32) “Demographic disaster also struck the populous Inca peoples of the Peruvian Andes....” Demographic refers to A) population. B) epidemic disease. C) internal class revolt. D) military conquest. Answer: A Diff: 1 Page Ref: 32 Skill: Applied Topic: The Spanish Conquest of America TRUE/FALSE 33) Christopher Columbus believed he had landed in Asia rather than the Western Hemisphere in 1492. Answer: TRUE Diff: 2 Page Ref: 27 Skill: Interpretive Topic: Breaching the Atlantic

34) Columbus made three other major voyages to the New World between 1494 and 1504. Answer: TRUE Diff: 2 Page Ref: 26 Skill: Interpretive Topic: Breaching the Atlantic 35) John Calvin’s teachings implied that the highest born and most privileged on earth were doomed to burn in hell while the lowest were predestined for salvation. Answer: FALSE Diff: 3 Page Ref: 29 Skill: Interpretive Topic: Breaching the Atlantic 36) Catholicism was the official state religion of Spain and Portugal during the 1500s. Answer: TRUE Diff: 2 Page Ref: 30 Skill: Interpretive Topic: Breaching the Atlantic 37) Brazil under Portuguese control became one of the most profitable colonies of the Americas. Answer: TRUE Diff: 2 Page Ref: 30 Skill: Interpretive Topic: The Spanish Conquest of America 38) Thousands of Aztecs in Mexico died from a smallpox epidemic brought by the English in 1520. Answer: FALSE Diff: 1 Page Ref: 32 Skill: Factual Topic: The Spanish Conquest of America 39) For nearly a century beginning in 1492, Spain enjoyed a near total domination of the Americas. Answer: TRUE Diff: 1 Page Ref: 31-32 Skill: Factual Topic: The Spanish Conquest of America 40) Although Columbus excited the Spanish court by returning with traces of gold and silver from his voyage of 1492, the actual amount of precious metals in the New World proved to be very disappointing. Answer: FALSE Diff: 2 Page Ref: 31 Skill: Interpretive Topic: The Spanish Conquest of America 41) Unlike the English and French, the Spanish did not rely on forced Indian labor. Answer: FALSE Diff: 1 Page Ref: 35, 46 Skill: Factual Topic: The Spanish Conquest of America

42) Probably the most important and valued region of the Spanish Empire in the Americas was the northern borderlands, the present-day Sun Belt of the United States. Answer: FALSE Diff: 2 Page Ref: 36 Skill: Interpretive Topic: The Spanish Conquest of America 43) Of all the people arriving in the New World from the fifteenth to the eighteenth centuries, the Africans were by far the most numerous, probably outnumbering Europeans two to one. Answer: TRUE Diff: 1 Page Ref: 46 Skill: Factual Topic: African Bondage 44) Sugar production transformed the African slave trade more than any other factor. Answer: TRUE Diff: 1 Page Ref: 46 Skill: Interpretive Topic: African Bondage 45) Since their goal was to deliver alive as many slaves as possible, slave traders provided healthy and fairly comfortable conditions for the Atlantic passage of slaves from Africa to the New World. Answer: FALSE Diff: 2 Page Ref: 47 Skill: Interpretive Topic: African Bondage 46) As many as one in seven Africans died en route to the Americas. Answer: TRUE Diff: 1 Page Ref: 47 Skill: Factual Topic: African Bondage ESSAYS 47) You are a Spanish explorer in 1500 and your brother sails for Portugal. Describe what voyages of exploration you both might plan for that year. Answer: Although there were doubts by 1500 that Columbus had actually reached Asia by sailing west, the Spanish felt that such a westward route existed and that any new lands along the way were certainly worthy of further exploration. By 1500, the Portuguese had captured control of the African gold trade and had sailed around the southern tip of Africa on an eastern path to the Orient. According to a line of demarcation drawn by the pope in 1493 and redrawn in the Treaty of Tordesillas the following year, Portugal confined its exploration to the east and Spain to the west. Diff: 3 Page Ref: 26-28 Skill: Applied Topic: Breaching the Atlantic

48) You are a Catholic priest living in England in the 1540s and 1550s. How do you respond to the attacks on the Church that have been made by Martin Luther, John Calvin, and Henry VIII? Answer: A Catholic priest might emphasize the importance of the sacraments and the Church hierarchy in helping an individual live correctly and gaining heavenly salvation. The priest would denounce the teachings of Luther and Calvin for undermining Church authority and effectiveness. The priest would perhaps brand Henry VIII as a heretic who acted upon selfish political and economic rather than religious motives. The priest would later support the ill-fated attempts of Mary to restore the Catholic Church in England. Diff: 3 Page Ref: 28-30 Skill: Applied Topic: Breaching the Atlantic 49) The Columbian Exchange introduced new plants, animals, and microbes to people on both sides of the Atlantic. Assess the positive and negative consequences of that exchange. In your opinion, who benefited most—those living on the western side of the Atlantic or those on the eastern side? Answer: Europeans introduced grains, including wheat and rye and fruit (for example, peaches and citrus) that became part of native people’s diets. They also brought with them cattle and hogs that provided new sources of meat, but whose eating habits proved detrimental to native grasses. Worse, Europeans carried with them diseases for which native people lacked immunity. Europeans brought back to Europe a few animals, such as turkeys and guinea pigs. More importantly, they began to grow maize and potatoes, crops that did very well in the European climate. Diff: 2 Page Ref: 33-34 Skill: Interpretive Topic: The Spanish Conquest of America 50) “Spanish conquest of major areas of the Americas set in motion two of the most far-reaching processes in modern history. One involved microbes, the other precious metals.” Explain. Answer: The lack of immunities to European diseases among Native Americans resulted in a decimation of the native population. The enslavement and brutal treatment of natives intensified the lethal effects. A diminishing supply of local labor would later necessitate the importation of African slaves. A massive flow of silver from America to England provided additional revenue, but also caused a “price revolution” and inflationary pressures which later prompted Europeans to emigrate to America. Diff: 2 Page Ref: 30-36 Skill: Interpretive Topic: The Spanish Conquest of America 51) As a propagandist in favor of English exploration and colonization of America, write an essay trying to convince Queen Elizabeth of the need for financing such expeditions. Answer: As the two Richard Hakluyts pointed out in the 1580s and 1590s, colonization of the New World offered new estates for English noblemen; exotic produce and wider markets for English merchants; and heathen peoples to be saved from both savagery and Catholicism. New World colonies would provide tax revenues for the Crown, employment opportunities for an excess population, and military bases from which to raid the Spanish. Diff: 2 Page Ref: 38-43 Skill: Applied Topic: England Looks West

52) English settlers had ambivalent images and feelings about the natives of North America. Analyze why this was so and what images/feelings seemed to prevail. Answer: On the one hand, the English settlers anticipated Indians as a friendly, gentle people, eager for trade and willing to share their earthly paradise. On the other hand, Englishmen feared the Indians as a savage, hostile people. Negative images of the Indians seemed to prevail, providing a moral justification for taking land from a people who rejected the “superior” culture and religion of the Englishmen. Diff: 2 Page Ref: 43-45 Skill: Interpretive Topic: England Looks West 53) Consider the experiences of the typical African slave. Where did the person come from? Where would he or she be most likely to go? What happened between the moments of capture and arrival in the western Atlantic? Answer: Most African slaves came from the region of West Africa, particularly from the area between the Senegal and Niger rivers and the Gulf of Biafra. Most had been enslaved as a result of war, often purposely waged to gain slaves to trade. Men outnumbered women. Marched to the coast, and forced onto waiting ships, enslaved Africans suffered a grueling and deadly passage across the Atlantic. Finally, after a period averaging six months since capture, a slave typically found himself laboring on a sugar plantation in the Caribbean or Brazil. Diff: 2 Page Ref: 45-47 Skill: Interpretive Topic: African Bondage IDENTIFICATION 54) Ferdinand and ________ united the kingdoms of Aragon and Castile in Spain when they married in 1469. Answer: Isabella Diff: 2 Page Ref: 26 Skill: Factual Topic: Breaching the Atlantic 55) The first European to sail around the cape of Africa, ________, allowed the Portuguese to eventually colonize the Indian Ocean and as far east as the Spice Islands and Canton by 1513. Answer: Vasco da Gama Diff: 2 Page Ref: 28 Skill: Factual Topic: Breaching the Atlantic 56) The ________ captured control of the African gold trade by 1500 from North African Muslims. Answer: Portuguese Diff: 2 Page Ref: 28 Skill: Factual Topic: Breaching the Atlantic 57) The doctrines of Calvin were first put into practice in the 1550s in the city-state of ________, which quickly became a haven for refugee Protestant leaders. Answer: Geneva, Switzerland Diff: 2 Page Ref: 29 Skill: Factual Topic: Breaching the Atlantic 22 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

58) According to the division of areas of exploration between Spain and Portugal in the Treaty of Tordesillas (1494), Portugal received the territory of ________ in the New World. Answer: Brazil Diff: 1 Page Ref: 30 Skill: Factual Topic: The Spanish Conquest of America 59) Swine ________, along with cattle, helped to devastate grasslands in Central America in the early 1500s. Answer: population explosions Diff: 2 Page Ref: 33 Skill: Factual Topic: The Spanish Conquest of America 60) At the mine of ________ in Bolivia, over 50,000 workers dug silver for the Spanish at elevations of 13,000 feet. Answer: Potosi Diff: 2 Page Ref: 35 Skill: Factual Topic: The Spanish Conquest of America 61) European, ________, and Asian peoples met in the Americas as part of the Columbian Exchange. Answer: African Diff: 2 Page Ref: 33 Skill: Factual Topic: The Spanish Conquest of America

The American People, Concise, 7e (Nash) Chapter 3 Colonizing a Continent in the Seventeenth Century MULTIPLE CHOICE 1) The life of Anthony Johnson, an African slave who first arrived in Virginia in 1621, illustrated that A) from the beginning, black immigrants faced a life of degradation and bondage. B) living conditions for colonial blacks steadily improved through the seventeenth century. C) racial boundaries were not firmly marked in the early seventeenth century. D) colonial blacks could gain their freedom by working industriously on the land. Answer: C Diff: 3 Page Ref: 50-51 Skill: Interpretive Topic: American Stories 2) The organizers of the Jamestown colony were motivated primarily by a desire to A) pursue military adventures against the Spanish. B) spread Christian religion to native peoples. C) earn profits by discovering gold and developing trade with Indians. D) escape political oppression and religious persecution. Answer: C Diff: 2 Page Ref: 52 Skill: Interpretive Topic: The Chesapeake Tobacco Coast 3) All of the following factors contributed to a disastrous beginning for the Jamestown colony EXCEPT the A) lack of food and sanitary conditions. B) misperceptions and mishandlings by the colonists of local natives. C) unwillingness of the Virginia Company to risk further expenses. D) unproductive mix of settlers. Answer: C Diff: 3 Page Ref: 52-53 Skill: Interpretive Topic: The Chesapeake Tobacco Coast 4) The Virginia Company attracted new settlers to its colony after 1609 by A) offering them a share of the company’s profits. B) advertising the benefits of Virginia’s healthy environment and comfortable living conditions. C) promising free land at the end of seven years’ labor for the company. D) paying significantly higher wages than those prevailing throughout Europe. Answer: C Diff: 2 Page Ref: 53 Skill: Interpretive Topic: The Chesapeake Tobacco Coast

5) The economic salvation for the Virginia colony proved to be the A) trade with the Powhatan Indians. B) invention of the cotton gin. C) mining of silver. D) cultivation of tobacco. Answer: D Diff: 1 Page Ref: 54 Skill: Factual Topic: The Chesapeake Tobacco Coast 6) All of the following are true regarding the early tobacco industry EXCEPT: A) Tobacco grew well in Chesapeake soil and climate. B) Indians controlled the production of the early industry. C) The “jovial weed” became popular in Europe. D) James I denounced tobacco use. Answer: B Diff: 2 Page Ref: 54 Skill: Interpretive Topic: The Chesapeake Tobacco Coast 7) The primary cause for continuing conflicts between English colonists and Native Americans in Virginia was the A) English murder of Nemattanew, a Powhatan war captain and religious prophet. B) organization of Chesapeake tribes by the proud and talented leader Opechancanough. C) steady encroachment by land-hungry settlers on Indian territories. D) refusal of Powhatan to allow his daughter Pocahontas to marry planter John Rolfe. Answer: C Diff: 3 Page Ref: 55 Skill: Interpretive Topic: The Chesapeake Tobacco Coast 8) As a result of the Indian assault of 1622 upon the Virginia colony, the colonists A) pursued more ruthless and determined efforts to displace the Indians. B) adopted a more peaceful and conciliatory attitude and policy toward the Indians. C) secured a new charter from the king with greater powers of self-government. D) suffered relatively few casualties and minor property losses. Answer: A Diff: 2 Page Ref: 55 Skill: Interpretive Topic: The Chesapeake Tobacco Coast 9) In the colony of Maryland, the Calvert family intended to A) initiate all colonial legislation. B) carefully limit population growth. C) offer a religious refuge to Catholics. D) promote economic and social equality. Answer: C Diff: 2 Page Ref: 55 Skill: Interpretive Topic: The Chesapeake Tobacco Coast

10) In response to Bacon’s Rebellion, Governor Berkeley of Virginia A) sanctioned the attacks by Bacon against hostile Indians. B) pardoned the rebel leaders upon their surrender. C) declared Bacon a rebel and ordered him arrested. D) refused the offer of aid from royal troops in England. Answer: C Diff: 2 Page Ref: 59 Skill: Factual Topic: The Chesapeake Tobacco Coast 11) Bacon’s Rebellion of 1676 relieved much of the social tension among white Virginians by A) opening additional lands for white settlers. B) halting the influx of black slaves. C) quieting the Indian frontier with a program of educational missions and regulated trade. D) making government more responsive to the common people. Answer: A Diff: 3 Page Ref: 58-59 Skill: Interpretive Topic: The Chesapeake Tobacco Coast 12) The Puritans of England A) wished to rid the Church of England of all Catholic beliefs and practices. B) shunned the notions of social reform and missionary activity. C) welcomed changes sparked by England’s accelerating commercial activity. D) loyally supported the rule of King Charles I. Answer: A Diff: 2 Page Ref: 62 Skill: Interpretive Topic: Puritanism in England 13) Unlike the Puritans, the Pilgrims A) expected to convert a sinful world. B) preferred to settle in Holland rather than America. C) squabbled with local Indians. D) separated from the Church of England. Answer: D Diff: 2 Page Ref: 63 Skill: Interpretive Topic: Puritanism in England 14) To establish a community of pure Christians in the Massachusetts Bay Colony, Puritans felt government should A) grant political participation to all adult males. B) guard religious freedom of choice. C) punish religious as well as civil transgressors. D) promote and protect individual interests. Answer: C Diff: 2 Page Ref: 63-65 Skill: Interpretive Topic: Puritanism in England

15) In contrast to Virginia, the colony of Massachusetts Bay thrived almost from the beginning because the early Puritan settlers A) chose a location uninhabited by hostile Indians. B) arrived as young, single, and healthy males unburdened by family commitments. C) were less educated and thus less easily dissatisfied. D) came as freemen in families, possessed a strong work ethic, and valuable skills. Answer: D Diff: 3 Page Ref: 67 Skill: Interpretive Topic: Puritanism in England 16) Puritan minister Roger Williams supported A) mandatory church attendance for all colonists. B) complete separation of church and state. C) colonial usurpation of Indian lands. D) New England’s affiliation with the Church of England. Answer: B Diff: 2 Page Ref: 66 Skill: Interpretive Topic: Puritanism in England 17) Which of the following elements contributed to the cohesion of Puritan village life in New England? A) substantial investments in bound labor B) absence of women and children C) cold and rainy weather D) predominance of families Answer: D Diff: 2 Page Ref: 67 Skill: Interpretive Topic: Puritanism in England 18) New Englanders built more private and comfortable houses at an earlier stage than colonists in the Chesapeake because of the A) stunted and unstable family life in New England. B) less worldly and materialistic attitudes of southerners. C) unhealthy climate and environment in New England. D) need of southerners to invest available capital in labor. Answer: D Diff: 2 Page Ref: 68 Skill: Interpretive Topic: Puritanism in England 19) Which of the following hallmarks of American society might be traced to the Puritans? A) celebration of religious and cultural diversity B) individual freedom of thought and action C) stress on literacy and education D) separation of church and state Answer: C Diff: 2 Page Ref: 69 Skill: Interpretive Topic: Puritanism in England 27 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

20) The root cause of King Philip’s War in New England stemmed from the anger of young Wampanoags at the colonists’ A) refusal to sell them guns and supplies. B) unwillingness to admit Native Americans to white churches and colleges. C) attacks on their land base and political sovereignty. D) alliance with their hated enemies, the Narragansetts. Answer: C Diff: 2 Page Ref: 70-71 Skill: Interpretive Topic: Puritanism in England 21) Which of the following factors was most instrumental in securing victory for the New England colonists in King Philip’s War? A) political cohesion among the colonies B) efficient mobilization of colonial manpower and supplies C) internal problems for the Indians, such as food shortages, disease, and defections D) conversion of King Philip to Christianity Answer: C Diff: 2 Page Ref: 70-71 Skill: Interpretive Topic: Puritanism in England 22) Slavery never became the foundation of the northern colonial workforce because A) labor-intensive crops were not grown by the Puritans. B) New England merchants refused to participate in the international slave trade. C) colonists there viewed slavery as immoral. D) it proved impossible to train slaves as domestic servants or artisans. Answer: A Diff: 2 Page Ref: 72 Skill: Interpretive Topic: Puritanism in England 23) By the early seventeenth century, the French A) developed a fur trade in Canada. B) rapidly populated the province of Quebec. C) befriended the Iroquois in local Indian wars. D) became preoccupied with internal struggles. Answer: A Diff: 2 Page Ref: 72 Skill: Interpretive Topic: From the St. Lawrence to the Hudson 24) The Dutch colony of New Netherland A) restricted all newcomers to membership in the Dutch Reformed Calvinist Church. B) had to rely upon English merchants for overseas trade. C) became the colony of New York following English takeover in 1664. D) was blocked from inland trade by hostile Iroquois Indians. Answer: C Diff: 2 Page Ref: 73 Skill: Factual Topic: From the St. Lawrence to the Hudson 28 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

25) The architects of the Carolina colony A) designed the most democratic of all the colonial governments. B) intended to create a hereditary aristocracy of wealthy manor lords. C) commissioned the capture of Indians for sale as slaves in New England and the West Indies. D) wished to pursue radical social experiments begun during the English civil war. Answer: B Diff: 2 Page Ref: 74 Skill: Factual Topic: Proprietary Carolina 26) After experimenting with various crops, the colonists of South Carolina decided to concentrate upon the cultivation of A) rice. B) cotton. C) sugar. D) indigo. Answer: A Diff: 1 Page Ref: 76 Skill: Factual Topic: Proprietary Carolina 27) By 1720, the population of South Carolina A) shared common social and religious goals. B) enjoyed a relatively disease-free environment. C) consisted mostly of black slaves. D) engaged in a variety of economic pursuits. Answer: C Diff: 2 Page Ref: 76 Skill: Factual Topic: Proprietary Carolina 28) The Society of Friends, or Quakers, A) enjoyed official approval and widespread popularity in England during the seventeenth century. B) preached the need for a rigid social hierarchy to preserve order and stability. C) believed the church and its ministers provided the keys to heavenly salvation. D) renounced the use of force in human affairs and rejected a hierarchical society. Answer: D Diff: 2 Page Ref: 77 Skill: Interpretive Topic: The Quakers’ Peaceable Kingdom 29) Most English Protestants considered Quakers as dangerous fanatics for all of the following reasons EXCEPT refusal to A) pay taxes in support of the Church of England. B) defer to superiors in their customs and speech. C) sign witnesses’ oaths on the Bible. D) admit women, blacks, and Indians to church membership. Answer: D Diff: 3 Page Ref: 77 Skill: Interpretive Topic: The Quakers’ Peaceable Kingdom 29 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

30) William Penn believed that the Indians should be A) compensated for their land. B) freely engaged in trade. C) sold into slavery. D) removed forcibly from his colony. Answer: A Diff: 2 Page Ref: 79 Skill: Interpretive Topic: The Quakers’ Peaceable Kingdom 31) The Pueblos were pushed to the point of revolt when the Spaniards began to A) assault their religion by seizing their kivas. B) take more and more of their land. C) burn down their villages. D) use them as conscripted labor. Answer: A Diff: 2 Page Ref: 81 Skill: Interpretive Topic: New Spain’s Northern Frontier 32) The Navigation Act of 1660 A) promoted colonial trade by removing English duties on enumerated articles. B) created stringent enforcement mechanisms by which England regulated colonial trade. C) allowed expanded exports of colonial tobacco to European markets. D) listed colonial products that could be shipped only to England or to other English colonies. Answer: D Diff: 2 Page Ref: 83 Skill: Factual Topic: An Era of Instability 33) What were the causes of the Salem witchcraft episode? A) general differences among the colonists B) religious differences among the colonists C) family animosities among the colonists D) All of the above. Answer: D Diff: 2 Page Ref: 87 Skill: Interpretive Topic: An Era of Instability TRUE/FALSE 34) Of the more than 900 settlers who arrived in Jamestown from 1607 to 1609, less than 10 percent survived. Answer: TRUE Diff: 2 Page Ref: 52 Skill: Factual Topic: The Chesapeake Tobacco Coast

35) Although it served as an ideology of rebellion in England, Puritanism in America became an ideology of control. Answer: TRUE Diff: 3 Page Ref: 65 Skill: Interpretive Topic: Puritanism in England 36) The Pilgrims arrived at Cape Cod in 1620 aboard the Mayflower. Answer: TRUE Diff: 2 Page Ref: 63 Skill: Factual Topic: Puritanism in England 37) The leader of the Pilgrims was John Smith. Answer: FALSE Diff: 2 Page Ref: 63 Skill: Factual Topic: Puritanism in England 38) In the 1630s, Anne Hutchinson provoked the anger of the Puritan ministry. Answer: TRUE Diff: 2 Page Ref: 65 Skill: Factual Topic: Puritanism in England 39) The Puritans believed that God was on their side after local Indians contracted smallpox in 1633. Answer: TRUE Diff: 2 Page Ref: 66 Skill: Factual Topic: Puritanism in England 40) The Pequot War took place in New England in 1667 because the Puritans wanted Indian gold. Answer: FALSE Diff: 2 Page Ref: 67 Skill: Factual Topic: Puritanism in England 41) In 1675, the Wampanoag in New England laid waste to Puritan settlements. Answer: TRUE Diff: 2 Page Ref: 70-71 Skill: Factual Topic: Puritanism in England 42) Slavery did not exist nor take root in New England cities during the 1600s. Answer: FALSE Diff: 2 Page Ref: 71 Skill: Factual Topic: Puritanism in England

43) Samuel de Champlain established French settlements in California and the Southwest. Answer: FALSE Diff: 2 Page Ref: 72 Skill: Factual Topic: From the St. Lawrence to the Hudson 44) The Iroquois in the 1640s and 1650s engaged in “beaver wars” against the Huron. Answer: TRUE Diff: 2 Page Ref: 72 Skill: Factual Topic: From the St. Lawrence to the Hudson 45) New Amsterdam, founded by the Dutch, became New York after English conquest. Answer: TRUE Diff: 2 Page Ref: 73 Skill: Factual Topic: From the St. Lawrence to the Hudson ESSAYS 46) Although Anthony Johnson arrived from Africa in 1621, he found it easier than his grandchildren would to escape slavery. Why? Answer: Indentured white servants satisfied the demand for labor in the English southern colonies during the early seventeenth century. By the 1680s, however, English participation in the African slave trade allowed southern planters to purchase slaves more readily and cheaply than before. The supply of white servants diminished, and they fanned out over a broader area. Further, white servant unrest and a growing population of landless and discontented ex-servants offered potential challenges to the status quo. The southern elite welcomed a more permanent and pliable workforce. Diff: 3 Page Ref: 50-51 Skill: Interpretive Topic: American Stories 47) Analyze the backgrounds, ideologies, goals, and modes of settlement among European immigrants to North America that produced distinctly different societies along the Atlantic seaboard in the seventeenth century. Answer: Nearly 200,000 European immigrants came to the coast of North America in the seventeenth century. Although Virginia was organized by merchants, Maryland by a Catholic proprietor, and Carolina by noblemen, most of the settlers came as indentured servants. In the northern colonies, immigrants seeking religious freedom and godly community life—the Puritans in New England and the Quakers in Pennsylvania—created stable, prosperous communities. By 1675, the English dislodged the Dutch, transforming New Netherland to the cosmopolitan colony of New York. Diff: 3 Page Ref: 52-85 Skill: Interpretive Topic: The Chesapeake Tobacco Coast

48) Why did the early years of the Jamestown colony prove to be a “starving time”? Could such a result have been avoided? Answer: Jamestown was organized by a joint-stock company of merchants in search of quick profits through the discovery of gold, valuable trade, or the fabled passage to China. The settlers were not prepared for the mundane tasks of everyday survival. Disease and malnutrition contributed to a high mortality rate. Relations with local Indians turned bitter as the English tried to subdue them with shows of force. A “starving time” might have been avoided with the recruitment of farmers rather than adventurers and more cooperative relations with local natives. Diff: 2 Page Ref: 53 Skill: Interpretive Topic: The Chesapeake Tobacco Coast 49) Did tobacco provide a salvation for the Virginia colony or merely set the stage for future problems? Explain. Answer: The cultivation of tobacco provided Virginia economic profits and obliged planters to recruit a reliable supply of cheap labor. Initially, European indentured servants fit the bill. Virginia’s steady expansion and encroachment on Indian lands provoked violence between the colonizers and Indians. Diff: 2 Page Ref: 54-56 Skill: Interpretive Topic: The Chesapeake Tobacco Coast 50) You are an indentured servant living in the Virginia colony in 1650. Describe your background, current conditions, and future prospects. Answer: Indentured servants were enticed to Virginia by free passage as well as the promise of free land in return for seven years of labor. To Englishmen from the lower classes, the offer seemed irresistible. Life for indentured servants was difficult, filled with disease and a brutal work routine. Only about one in 20 realized the dream of achieving freedom and acquiring land. For a woman, the best “escape” was marriage to a free man who might purchase her indenture. Diff: 2 Page Ref: 55 Skill: Applied Topic: The Chesapeake Tobacco Coast 51) Explain the pragmatic as well as the psychological reasons that led white American colonists of the seventeenth century to transform the black servant from a human being to a piece of chattel property. Answer: The key step in the dehumanization of African slaves was instituting hereditary lifetime service. Slavery became not only a system of forced labor, but also a pattern of human relationships authorized by law. Further, definition of slaves as less than human justified brutal behavior by whites in exercising that control. Diff: 3 Page Ref: 61 Skill: Interpretive Topic: The Chesapeake Tobacco Coast

52) Compare Spanish experiences in their frontier outposts of Florida and New Mexico in the late 1600s and early 1700s. Answer: Spain’s outposts in Florida and New Mexico fell into disarray between 1680 and the early 1700s. They used small numbers of settlers in both, relying on forced Indian labor. This was their undoing. The Pueblos, led by medicine man Pope, revolted against the Spanish, particularly when their native religious ceremonies were threatened. While the Spanish won, they declared a cultural truce. In Florida, the Spanish and their Indian missions were threatened by the English and their Indian allies. While the Spanish held onto St. Augustine, they were not able to drive out the English and French. The latter would have the main influence over Florida Indians. Diff: 2 Page Ref: 81 Skill: Interpretive Topic: New Spain’s Northern Frontier IDENTIFICATIONS 53) In North America, the Dutch West India Company’s ________ colony was small and profitable. Answer: New Netherland Diff: 1 Page Ref: 73 Skill: Factual Topic: From the St. Lawrence to the Hudson 54) The city of ________ was the center of Dutch trade in North America. Answer: Albany Diff: 1 Page Ref: 73 Skill: Factual Topic: From the St. Lawrence to the Hudson 55) The boundaries of the Carolina colony spanned from ________ to central Florida. Answer: Virginia Diff: 2 Page Ref: 74 Skill: Factual Topic: Proprietary Carolina 56) The capture of ________ for slavery became the early economic basis of the Carolina colony. Answer: Native Americans Diff: 2 Page Ref: 75 Skill: Factual Topic: Proprietary Carolina 57) Few Spanish settlers could be persuaded to settle the colony of ________. Answer: Florida Diff: 2 Page Ref: 82 Skill: Factual Topic: New Spain’s Northern Frontier 58) The ________ of 1688 ended forever the idea that kings ruled by divine right. Answer: Glorious Revolution Diff: 2 Page Ref: 83 Skill: Factual Topic: An Era of Instability

59) In 1684, King Charles II annulled the ________ colonial charter. Answer: Massachusetts Diff: 2 Page Ref: 84 Skill: Factual Topic: An Era of Instability 60) In the colony of ________, the Glorious Revolution became bloodless but quite disruptive. Answer: New York Diff: 2 Page Ref: 85 Skill: Factual Topic: An Era of Instability

The American People, Concise, 7e (Nash) Chapter 4 The Maturing of Colonial Society MULTIPLE CHOICE 1) Colonial America in the first half of the eighteenth century experienced A) a narrowing of class differences. B) loss of local autonomy. C) continual declines in church membership. D) population growth and economic development. Answer: D Diff: 2 Page Ref: 95 Skill: Interpretive Topic: The North: A Land of Family Farms 2) Which of the following statements concerning immigrants to colonial America during the first half of the eighteenth century is correct? A) Most German-speaking immigrants settled in Pennsylvania. B) Newly arrived immigrants usually settled in New England. C) Slave imports fell. D) Virginia experienced the greatest influx of new settlers. Answer: A Diff: 3 Page Ref: 94 Skill: Interpretive Topic: The North: A Land of Family Farms 3) New Englanders opted for more of a mixed economy than settlers in the middle or southern colonies because in New England A) Native Americans had already cleared and used the land. B) Puritans forbade the buying of slaves. C) availability and productivity of land was limited. D) cultivation of cereal crops was too labor-intensive. Answer: C Diff: 3 Page Ref: 93-95 Skill: Interpretive Topic: The North: A Land of Family Farms 4) Most immigrants to colonial America after 1713 were A) skilled craftsmen and shopkeepers. B) sons of wealthy gentry. C) university-trained Puritans. D) slaves and indentured servants. Answer: D Diff: 2 Page Ref: 96 Skill: Factual Topic: The North: A Land of Family Farms

5) Compared to her English counterpart, the eighteenth-century northern colonial woman A) received fewer chances to marry if divorced or widowed. B) pursued a daily routine less likely to overlap that of her husband’s. C) enjoyed broader legal and property rights. D) married at an older age and bore fewer children. Answer: C Diff: 2 Page Ref: 98 Skill: Interpretive Topic: The North: A Land of Family Farms 6) The Chesapeake colonies of the early eighteenth century witnessed A) increasing profitability of, and thus reliance upon, tobacco cultivation. B) the emergence of a planter gentry as political and social leaders. C) steady replacement of slave laborers by indentured servants. D) virtual universal ownership of land and slaves. Answer: B Diff: 3 Page Ref: 100-101 Skill: Interpretive Topic: The Plantation South 7) The vast majority of inhabitants along the coast of South Carolina by the 1760s consisted of A) rice planters. B) Charleston tourists. C) black slaves. D) poor German and Scots-Irish immigrants. Answer: C Diff: 1 Page Ref: 103 Skill: Factual Topic: The Plantation South 8) Which of the following factors helped temper rebellion and offer comfort to colonial slaves? A) religion and family life B) kind treatment from masters C) good food and healthy environments D) interracial liaisons and marriages Answer: A Diff: 2 Page Ref: 104 Skill: Interpretive Topic: The Plantation South 9) Masters controlled which of the following aspects of slave life? A) physical location B) work roles C) diet D) All of the above. Answer: D Diff: 2 Page Ref: 103 Skill: Interpretive Topic: The Plantation South

10) By the 1740s, a growing proportion of Chesapeake slaves A) were American-born. B) had established families. C) created personal lives. D) All of the above. Answer: D Diff: 2 Page Ref: 103 Skill: Interpretive Topic: The Plantation South 11) Many African American slaves in South Carolina spoke A) French. B) Dutch. C) Gullah. D) Spanish. Answer: C Diff: 2 Page Ref: 103 Skill: Factual Topic: The Plantation South 12) In 1712, a major slave rebellion occurred in A) Charleston, South Carolina. B) New York, New York. C) Boston, Massachusetts. D) Baltimore, Maryland. Answer: B Diff: 2 Page Ref: 103 Skill: Factual Topic: The Plantation South 13) In 1739 a major slave rebellion broke out in A) Stono, South Carolina. B) Roanoke, Virginia. C) Richmond, Virginia. D) Boston, Massachusetts. Answer: A Diff: 2 Page Ref: 103 Skill: Factual Topic: The Plantation South 14) All of the following were true about slave marriages and family life EXCEPT: A) Slave marriages were rarely secure. B) One spouse was often sold, resulting in the breakup of the marriage. C) Few slaves experienced stable family lives. D) Slaves easily forgot about loved ones lost to sale. Answer: D Diff: 2 Page Ref: 104 Skill: Factual Topic: The Plantation South

15) By 1750, English colonists numbered approximately A) 500,000. B) 1.2 million. C) 3 million. D) 4 million. Answer: B Diff: 2 Page Ref: 105 Skill: Factual Topic: Contending For a Continent 16) In 1718 in North America, France settled A) St. Augustine. B) New Orleans. C) Charleston. D) Canada. Answer: B Diff: 2 Page Ref: 106 Skill: Factual Topic: Contending For a Continent 17) In the Louisiana economy, slaves worked as A) rice growers. B) metal workers. C) indigo processors. D) All of the above. Answer: D Diff: 2 Page Ref: 106-107 Skill: Factual Topic: Contending For a Continent 18) The typical master in colonial America wished to convert the slave into a(n) A) mindless drudge who obeyed every command. B) loving and faithful member of the plantation family. C) independent worker who increased profits. D) educated and skilled producer of goods. Answer: A Diff: 2 Page Ref: 103 Skill: Interpretive Topic: The Plantation South 19) France’s interior empire in North America A) had many settlements that were mixed-race communities. B) stressed farming more than trading, missionary work, or military efforts. C) created an ineffective shield against British expansion. D) contained no African slaves. Answer: A Diff: 2 Page Ref: 106 Skill: Interpretive Topic: Contending for a Continent

20) In contrast to conditions in the English colonies, life in New Spain was characterized by greater A) sharing of profits with natives. B) social barriers. C) racial intermixture. D) political independence. Answer: C Diff: 2 Page Ref: 110 Skill: Interpretive Topic: Contending For a Continent 21) As a result of extensive contact with European colonizers during the early eighteenth century, Native American tribes of the interior A) altered patterns of tribal life and leadership. B) adopted the white man’s culture and religion. C) benefited from commercial trade and development. D) abandoned hunting for subsistence agriculture. Answer: A Diff: 3 Page Ref: 112 Skill: Interpretive Topic: Contending For a Continent 22) The advent of “modern” life occurred first in the seaboard centers of colonial America, including the transition from a A) contentious to a deferential politics. B) factory to a skilled craftsman’s production of goods. C) social order based on achievement to one based on status. D) barter to a commercial economy. Answer: D Diff: 3 Page Ref: 112 Skill: Interpretive Topic: The Urban World of Commerce and Ideas 23) Colonial merchants of the early eighteenth century A) exported luxury and manufactured goods to Europe, Africa, and the West Indies. B) engaged in the tasks of shipping and distributional services only. C) typically imported more goods than Americans desired or could use. D) integrated American producers and consumers in the Atlantic basin trading system. Answer: D Diff: 3 Page Ref: 112 Skill: Interpretive Topic: The Urban World of Commerce and Ideas 24) For urban artisans in colonial America, A) New England paid the highest wages. B) work patterns proved regular and constant. C) a major goal was economic independence. D) urban growth and economic expansion guaranteed success. Answer: C Diff: 2 Page Ref: 113 Skill: Interpretive Topic: The Urban World of Commerce and Ideas 40 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

25) The social structure of American colonial cities from 1690 to 1770 was influenced by A) an absence of urban poverty. B) an increasing gap between the wealthy and the poor. C) steadily declining property values and taxes. D) the end of colonial warfare. Answer: B Diff: 2 Page Ref: 114 Skill: Interpretive Topic: The Urban World of Commerce and Ideas 26) According to the entrepreneurial ethos, prosperity resulted from A) regulated prices and wages. B) individual competition. C) self-denial. D) quality controls. Answer: B Diff: 2 Page Ref: 114-115 Skill: Interpretive Topic: The Urban World of Commerce and Ideas 27) All of the following represent theories of Enlightenment thinkers EXCEPT the notion that A) scientific laws might be applied to human institutions in order to improve society. B) systematic investigation would unlock the secrets of the physical universe. C) God predetermined the contents of the human mind. D) man could use his reason and thus acquire knowledge. Answer: C Diff: 2 Page Ref: 118-119 Skill: Interpretive Topic: The Urban World of Commerce and Ideas 28) Religious life in the colonies was marked by A) tightly organized and disciplined congregations. B) government compulsion to attend services. C) scarcity of trained ministers. D) discrimination against Anglicans. Answer: C Diff: 2 Page Ref: 120 Skill: Interpretive Topic: The Great Awakening 29) The religious revival known as the Great Awakening A) helped stem the tide of revolutionary thought and behavior. B) reaffirmed traditional sources of authority. C) emphasized individual responsibility for conversion. D) affected the colonies equally and simultaneously. Answer: C Diff: 2 Page Ref: 121 Skill: Interpretive Topic: The Great Awakening

TRUE/FALSE 30) It was noted as early as the 1750s that the gap in population between England and her colonies was closing rapidly. Answer: TRUE Diff: 2 Page Ref: 92 Skill: Factual Topic: American Stories 31) A shipboard mortality rate of 15 percent in the colonial era made it the most unhealthiest of all times to seek American shores. Answer: TRUE Diff: 2 Page Ref: 95 Skill: Factual Topic: The North: A Land of Family Farms 32) Eighteenth-century indentured servants possessed many opportunities for economic advancement. Answer: FALSE Diff: 2 Page Ref: 95, 99 Skill: Interpretive Topic: The North: A Land of Family Farms 33) The population of the colonies had surpassed one million people by 1750, most of whom had spread deep into the interior beyond the Appalachian Mountains. Answer: FALSE Diff: 2 Page Ref: 92 Skill: Interpretive Topic: American Stories 34) The spiritual motives of the Spanish missionaries resulted in a greater appreciation and respect for tribal peoples than in other North American colonial empires. Answer: FALSE Diff: 3 Page Ref: 111 Skill: Interpretive Topic: Contending For a Continent 35) The switch from subsistence to commercial hunting drew Native Americans into a market economy in which their trading partners gradually became trading masters. Answer: TRUE Diff: 2 Page Ref: 111 Skill: Interpretive Topic: Contending For a Continent 36) A growing transatlantic trade undermined the entrepreneurial ethos in America and increased concern for the public welfare. Answer: FALSE Diff: 3 Page Ref: 118 Skill: Interpretive Topic: The Urban World of Commerce and Ideas

37) As cities grew, new values took hold in British North America. Answer: TRUE Diff: 2 Page Ref: 114 Skill: Interpretive Topic: The Urban World of Commerce and Ideas 38) Food shortages were frequent occurrences in British North America. Answer: FALSE Diff: 2 Page Ref: 118 Skill: Interpretive Topic: The Urban World of Commerce and Ideas 39) During the Age of Reason, European thinkers discarded Calvinism. Answer: TRUE Diff: 2 Page Ref: 118 Skill: Interpretive Topic: The Urban World of Commerce and Ideas 40) John Locke, an Enlightenment thinker, wrote Essay Concerning Human Understanding (1689). Answer: TRUE Diff: 2 Page Ref: 118 Skill: Interpretive Topic: The Urban World of Commerce and Ideas 41) In the 1750s, the concept that slavery violated the Enlightenment’s emphasis on human equality began to grow. Answer: TRUE Diff: 2 Page Ref: 118 Skill: Factual Topic: The Urban World of Commerce and Ideas 42) By 1744 the Great Awakening was increasing in fervor in New England. Answer: FALSE Diff: 2 Page Ref: 122 Skill: Interpretive Topic: The Great Awakening ESSAY 43) Discuss the factors that contributed to a population explosion in North America from 1680 to 1750. How and why did immigrants of the eighteenth century differ from those of the previous century? Did America prove to be their land of opportunity? Answer: The population explosion in North America from 1680 to 1750 was fed from both internal and external sources. Among whites, a higher marriage rate, larger families, and lower mortality rate than in Europe prevailed by the 1720s. Immigrants of this era arrived from Germany, Switzerland, Ireland, and Africa rather than England, and they were mostly indentured servants and slaves. Only a small proportion of the eighteenth-century arrivals achieved their dream of becoming independent landholders. Diff: 2 Page Ref: 92-93 Skill: Interpretive Topic: American Stories

44) Analyze the ways in which contact with the French, Spanish, and English transformed life for Native Americans during the first half of the eighteenth century. Answer: Despite maintaining many cultural practices, the interior Indian tribes suffered from the commercial, diplomatic, and military contact with British colonizers. Involvement in the fur trade spread diseases, aggravated warfare, depleted their lands of game animals, and drew Native Americans into a market economy in which their trading partners gradually became their trading masters. Racial intermixture and social fluidity were greater in the French and Spanish than in the English colonies, but contact with Europeans still resulted in reduction and degradation of tribal Americans. Diff: 2 Page Ref: 106; 109-111 Skill: Interpretive Topic: Contending For a Continent 45) Compare the development of agriculture in the New England, mid-Atlantic, and southern colonies. How did different types of farming contribute to the formation of different types of societies in the three regions? Answer: Dense forests, poor soil, and a cold climate limited the development of agriculture and forced economic diversification in the northeastern colonies. More favorable conditions in the mid-Atlantic colonies led to modest surpluses of foodstuffs that could be sold. Northern agricultural work routines were less intense and burdensome than the cultivation of staple crops in the South. A plantation economy and society dominated the tidewater South, but the backcountry settlers there pursued mixed farming and cattle raising. Diff: 2 Page Ref: 93-95; 99-102 Skill: Interpretive Topic: The North: A Land of Family Farms 46) Compare the roles and rights of women in seventeenth-century Europe with those of their counterparts on the American colonial frontier. Explain how conditions improved or worsened for American women during the eighteenth century. Answer: In contrast to their European counterparts, American women on the colonial frontier seldom remained unmarried and enjoyed greater rights in control of property, in conducting business, and in consenting to a marriage partner. American women also typically married at a younger age and bore more children. Through the eighteenth century, colonial American women had limited career choices and rights but broad responsibilities. Diff: 2 Page Ref: 97-99 Skill: Interpretive Topic: The North: A Land of Family Farms 47) What changes transformed life in the southern colonies from 1680 to 1750? What similarities or differences existed between the tobacco coast, the rice coast, and the backcountry? Answer: Between 1680 and 1750, the white tidewater settlements in the South made the transition from a frontier society marked by a high immigration rate, a surplus of males, and an unstable social organization to a settled society composed mostly of native-born families. Although the economy was perhaps more diversified in the Upper South, slaves overwhelmingly replaced indentured servants on both the tobacco and rice coasts, and planter elites emerged to dominate political and social life. Thousands of immigrants flooded into the backcountry South, an isolated, primitive region. Diff: 2 Page Ref: 99-102, 104 Skill: Interpretive Topic: The Plantation South

48) The author maintains that for urban artisans in eighteenth-century America, fortuitous circumstances rather than hard work or frugal living were often the critical factors in achieving success. Would the same argument be more or less true for urban workers today? Answer: The author notes that an advantageous marriage, luck in avoiding illness, and the size of an inheritance were often the critical factors in determining the success of urban artisans in the eighteenth century. Due to technological progress and our increased control over nature, it would seem that such fortuitous circumstances would have less impact today over one’s fate. The answer to this question, however, will depend on the student’s philosophical outlook. Diff: 3 Page Ref: 112-114 Skill: Interpretive Topic: The Urban World of Commerce and Ideas IDENTIFICATION 49) The largest number of eighteenth-century European immigrants to colonial America were the Protestant ________. Answer: Scots-Irish Diff: 2 Page Ref: 99, 102 Skill: Factual Topic: The Plantation South 50) A system of small forts, trading posts, and agricultural villages throughout the central area of North America was established in the early eighteenth century by the ________. Answer: French Diff: 1 Page Ref: 105-107 Skill: Factual Topic: Contending For a Continent 51) Benjamin Franklin’s popular work, ________, next to the Bible, was the most widely read book in the colonies, containing quips, adages, and homespun philosophy. Answer: Poor Richard’s Almanack Diff: 1 Page Ref: 97 Skill: Factual Topic: The North: A Land of Family Farms 52) Eliza Lucas Pinckney, a wealthy South Carolina planter’s wife, experimented successfully in the 1740s with the cultivation of ________, a plant from which a blue dye could be extracted for use in textiles. Answer: indigo Diff: 2 Page Ref: 100 Skill: Factual Topic: The Plantation South 53) During the latter part of the seventeenth century, King Louis XIV attempted to make ________ the most powerful nation in Europe and to expand its empire in the New World. Answer: France Diff: 1 Page Ref: 106 Skill: Factual Topic: Contending For a Continent

54) In Massachusetts and ________, the Great Awakening split congregations into Old Lights and New Lights. Answer: Connecticut Diff: 2 Page Ref: 123 Skill: Factual Topic: The Great Awakening 55) Between 1746 and 1769, six new ________ were created in British North America. Answer: colleges Diff: 2 Page Ref: 124 Skill: Factual Topic: The Great Awakening 56) The colonial assemblies were modeled after the House of ________ in England. Answer: Commons Diff: 2 Page Ref: 127 Skill: Factual Topic: Political Life 57) Popular ________ in British North America seldom faced effective police power. Answer: protests Diff: 2 Page Ref: 126 Skill: Factual Topic: Political Power 58) In the early eighteenth century, ________ government came to New Jersey, North Carolina, and South Carolina. Answer: royal Diff: 2 Page Ref: 126-127 Skill: Factual Topic: Political Life 59) By 1763 there were 23 ________ circulating in the colonies. Answer: newspapers Diff: 2 Page Ref: 128 Skill: Factual Topic: Political Life 60) The power of the colonial press was tested in 1733 by the _________ case. Answer: Zenger Diff: 2 Page Ref: 128 Skill: Factual Topic: Political Life

The American People, Concise, 7e (Nash) Chapter 5 Bursting the Bonds of Empire MULTIPLE CHOICE 1) For a poor shoemaker like Ebenezer MacIntosh of Boston, the wars of the latter eighteenth century A) destroyed his faith in democratic government. B) imposed economic hardships and deprivation. C) had little impact or significance. D) offered an opportunity for economic gain. Answer: D Diff: 3 Page Ref: 13 Skill: Interpretive Topic: American Stories 2) Following the Glorious Revolution of 1688, England A) tightened imperial controls over its American empire. B) entered a political alliance with France. C) forbade colonial merchants the right to engage in foreign trade. D) relaxed customs regulations and reduced duties. Answer: A Diff: 2 Page Ref: 134 Skill: Interpretive Topic: The Climatic Seven Year’s War 3) As a result of the Molasses Act of 1733, A) New England rum had to be shipped to England before being exported to another country. B) New England merchants and shippers gained new respect for royal authority. C) trade between New England and the French West Indies collapsed. D) many of New England’s largest merchants and distillers resorted to smuggling. Answer: D Diff: 2 Page Ref: 135 Skill: Interpretive Topic: The Climatic Seven Year’s War 4) England declared war on Spain in 1739 because of a desire to A) win commercial privileges from its ally France. B) avenge Spanish piracy of English merchant ships. C) end Spanish involvement in smuggling activities. D) dominate trade in the Atlantic basin. Answer: D Diff: 2 Page Ref: 135 Skill: Interpretive Topic: The Climatic Seven Year’s War

5) The underlying cause of the Seven Years’ War in America was the A) French takeover of the western fur trade. B) English colonial penetration of the Ohio Valley. C) French attack on the western forces of George Washington. D) English retaliation against western Indian attacks. Answer: B Diff: 3 Page Ref: 135-136 Skill: Interpretive Topic: The Climatic Seven Year’s War 6) The turning point of the French and Indian War in America occurred when A) the French won the alliance of the powerful Iroquois Confederacy. B) General Edward Braddock claimed control of Fort Duquesne. C) English Prime Minister William Pitt threw his nation’s full military might into the American campaign. D) American representatives approved a plan for intercolonial action. Answer: C Diff: 3 Page Ref: 136 Skill: Interpretive Topic: The Climatic Seven Year’s War 7) General James Wolfe overcame the French on the Plains of Abraham in 1759 to capture the city of A) Louisbourg. B) Montreal. C) New Orleans. D) Quebec. Answer: D Diff: 1 Page Ref: 138 Skill: Factual Topic: The Climatic Seven Year’s War 8) The British Proclamation of 1763 A) ordered colonial governors to reserve lands west of the Appalachian Mountains for Indian nations. B) allowed western Indians the right to trade with any European merchants. C) successfully ended an attempt by Ottawa Indians to drive the British out of the Ohio Valley. D) ended reckless speculation in western lands by eastern investors. Answer: A Diff: 3 Page Ref: 138 Skill: Interpretive Topic: The Climatic Seven Year’s War

9) The end of the Seven Years’ War left the American colonies A) economically prosperous. B) reluctant to pursue western settlements. C) more dependent upon British support and leadership. D) debt-ridden and weakened in manpower. Answer: D Diff: 2 Page Ref: 138 Skill: Interpretive Topic: The Climatic Seven Year’s War 10) Which of the following provisions was NOT a part of George Grenville’s program to raise colonial revenue? A) stamp duties on various colonial documents and products B) prohibition of colonial currency C) increased taxes on imported French molasses D) an expanded list of enumerated commodities Answer: C Diff: 3 Page Ref: 140-141 Skill: Interpretive Topic: The Crisis with Britain 11) Perhaps the most immediately effective protest against the Stamp Act was the A) organization of mob riots by the Sons of Liberty. B) passage of formal resolutions by the Virginia House of Burgesses. C) boycott of British goods by American merchants. D) formation of an intercolonial Stamp Act Congress. Answer: A Diff: 3 Page Ref: 142 Skill: Interpretive Topic: The Crisis with Britain 12) Passage of the Declaratory Act by Parliament A) asserted Parliament’s power to enact laws for the colonies in “all cases whatsoever.” B) politicized the American resistance movement. C) demonstrated British desire to reach a compromise solution with the colonies on matters of taxation. D) resolved the problems that had created the Stamp Act crisis. Answer: A Diff: 2 Page Ref: 143 Skill: Interpretive Topic: The Crisis with Britain 13) As a result of the Townshend Acts of 1767, Parliament A) sent a circular letter to each colony explaining England’s need for revenue. B) raised customs duties on American imports of paper, lead, paint, and tea. C) required colonial assemblies to pay the salaries of royal officials from local property taxes. D) permanently suspended New York’s rebellious assembly for noncompliance with British regulations. Answer: B Diff: 2 Page Ref: 146 Skill: Interpretive Topic: The Crisis with Britain

14) By early 1770, Parliament decided to repeal the Townshend duties except for one on tea because the A) employment of troops had restored colonial order and respect for the mother country. B) Americans had promised to drop objections to parliamentary regulations of trade. C) colonial boycott of British goods had severely hurt British merchants. D) colonial ports had erupted in violent demonstrations. E) Native American population threatened retaliation. Answer: C Diff: 2 Page Ref: 147 Skill: Interpretive Topic: The Crisis with Britain 15) The Boston Massacre, in which five townspeople were killed by British redcoats, A) resulted in a speedy conviction and execution of the soldiers. B) demonstrated the calculated desire of the British to crush colonial rebellion. C) convinced Governor Hutchinson to order British troops out of town. D) galvanized the colonies into further resistance to English policies. Answer: C Diff: 2 Page Ref: 147 Skill: Interpretive Topic: The Crisis with Britain 16) Americans objected to the Tea Act of 1773 because it would A) raise the price of tea in America. B) make it difficult for American merchants to compete with British merchants. C) increase Parliament’s taxation of tea. D) bankrupt the popular East India Company. Answer: B Diff: 3 Page Ref: 149 Skill: Interpretive Topic: On the Brink of Rebellion 17) The Intolerable Acts provided for all of the following EXCEPT the A) immunity of British soldiers involved in suppressing civil disturbances from local court trials. B) individual punishment of participants in the Boston Tea Party. C) replacement of Hutchinson as governor by the commander-in-chief of British forces in America. D) closing of Boston’s port until Massachusetts paid for tea destroyed in the Boston Tea Party. Answer: B Diff: 3 Page Ref: 150-151 Skill: Interpretive Topic: On the Brink of Rebellion 18) The call for the meeting of a Continental Congress in 1774 came in response to the A) Quartering Act. B) Townshend Acts. C) Stamp Act. D) Intolerable Acts. Answer: D Diff: 1 Page Ref: 151 Skill: Factual Topic: On the Brink of Rebellion

19) Discussions at the First Continental Congress were LEAST concerned with A) overcoming sectional hostilities and jealousies. B) determining a colonial plan of resistance. C) defining and justifying American grievances against England. D) preparing financially and militarily for war. Answer: D Diff: 2 Page Ref: 151 Skill: Interpretive Topic: On the Brink of Rebellion 20) Even before the Second Continental Congress assembled in May 1775, most colonies had created extralegal, revolutionary governments that A) created and armed militia units. B) operated the courts. C) levied taxes. D) All of the above. Answer: D Diff: 1 Page Ref: 151-152 Skill: Factual Topic: On the Brink of Rebellion 21) The ideology of revolutionary republicanism A) originated in the struggle of American colonists against imperial despotism. B) borrowed ideas from English political thought and Enlightenment theories. C) reflected common colonial interests and experiences. D) provided a coherent doctrine to which all colonists could subscribe. Answer: B Diff: 3 Page Ref: 155 Skill: Interpretive Topic: Severing the Colonial Bonds 22) Americans viewed English policies after 1763 as A) threats to their economic interests. B) evidence of English corruption. C) a systematic attack on their constitutional liberties. D) All of the above. Answer: D Diff: 2 Page Ref: 160 Skill: Interpretive Topic: Severing the Colonial Bonds 23) In the republican worldview, governmental power A) promoted public virtue. B) controlled factionalism. C) maintained order. D) threatened liberty. Answer: D Diff: 3 Page Ref: 159 Skill: Interpretive Topic: Severing the Colonial Bonds

24) Much of the colonial clergy A) supported the revolutionary movement against English rule. B) denounced the revolutionary pamphleteers. C) saw the revolutionary movement as dangerously immoral. D) urged their congregations to obey British laws. Answer: A Diff: 2 Page Ref: 159 Skill: Interpretive Topic: Severing the Colonial Bonds 25) The struggle with England over colonial rights between 1764 and 1776 revealed that A) newer immigrants held more conservative views. B) over time people tend to grow tired of politics. C) colonial society was not unified. D) colonial merchants sided with their British counterparts. Answer: C Diff: 2 Page Ref: 159-161 Skill: Interpretive Topic: Severing the Colonial Bonds 26) During the 1760s and 1770s, urban artisans in America A) used political discontent to demand internal reforms. B) opposed revolutionary agitation against England. C) feared political protests might provoke retaliation by powerful merchants. D) degenerated into radical and unruly mobs. Answer: A Diff: 3 Page Ref: 161-162 Skill: Interpretive Topic: Severing the Colonial Bonds 27) How did farmers respond to the movement toward revolution in the colonies? A) They became immediate revolutionaries. B) They came around slowly to the cause of revolution. C) They supported the British side almost entirely as a group. D) All of the above. Answer: B Diff: 2 Page Ref: 162 Skill: Interpretive Topic: Severing the Colonial Bonds 28) Who were the Regulators? A) frustrated farmers in North Carolina B) upset urban workers in Boston C) angry Native Americans in Ohio D) vengeful planters in South Carolina Answer: A Diff: 2 Page Ref: 148 Skill: Interpretive Topic: On the Brink of Rebellion

29) Why did violence flare up in the Hudson River Valley during the 1750s and 1760s? A) Tenants challenged elite landlords over evictions. B) Native Americans burned settler homes over land issues. C) African American slaves confiscated white-owned plantations. D) The Spanish royal government sent troops against British colonial tax evaders. Answer: A Diff: 2 Page Ref: 148 Skill: Interpretive Topic: On the Brink of Rebellion 30) Which of the following colonial leaders argued for defiance of Parliament’s Coercive Acts in the Continental Congress? A) Patrick Henry B) Richard Henry Lee C) Samuel Adams D) All of the above. Answer: D Diff: 2 Page Ref: 151 Skill: Interpretive Topic: On the Brink of Rebellion 31) Who replaced Thomas Hutchinson as governor of Massachusetts in 1774? A) General George Washington B) General Thomas Gage C) Benjamin Franklin D) King George III Answer: B Diff: 2 Page Ref: 151 Skill: Factual Topic: On the Brink of Rebellion 32) Who were the major social groups during the Revolution other than elites? A) the urban working class B) the rural farming class C) women and evangelicals D) All of the above. Answer: D Diff: 2 Page Ref: 147-155 Skill: Interpretive Topic: On the Brink of Rebellion 33) How many wars for empire in the eighteenth century had England fought by 1763? A) one B) two C) three D) four Answer: D Diff: 2 Page Ref: 134 Skill: Interpretive Topic: The Climatic Seven Year’s War

34) Queen Anne’s War ended with the A) Treaty of Paris. B) Treaty of Boston. C) Peace of Utrecht. D) Peace of Westphalia. Answer: C Diff: 2 Page Ref: 135 Skill: Interpretive Topic: The Climatic Seven Year’s War 35) Parliament, beginning in 1699, attempted to increase revenue by requiring which of the following colonial goods to be shipped to England before export abroad? A) woolen cloth B) beaver hats C) finished iron products D) molasses Answer: D Diff: 2 Page Ref: 133 Skill: Interpretive Topic: The Climatic Seven Year’s War 36) By 1760 the American colonies had a population of A) 3 million. B) 2 million. C) 1.75 million. D) 1 million. Answer: C Diff: 2 Page Ref: 135 Skill: Factual Topic: The Climatic Seven Year’s War 37) Why did the Cherokee sue for peace with the British in 1761? A) They ran out of ammunition. B) They were low on food. C) They suffered a smallpox epidemic. D) All of the above. Answer: D Diff: 2 Page Ref: 138 Skill: Interpretive Topic: The Climatic Seven Year’s War TRUE/FALSE 38) The era from 1689 to 1763 was one of chronic warfare in both Europe and North America. Answer: TRUE Diff: 2 Page Ref: 134-135 Skill: Interpretive Topic: The Climatic Seven Year’s War

39) The Seven Years’ War proved to be one of the most significant wars fought in the New World. Answer: TRUE Diff: 2 Page Ref: 134 Skill: Interpretive Topic: The Climatic Seven Year’s War 40) George Grenville’s program to raise revenue proposed that all imperial debts be paid by the American colonists. Answer: FALSE Diff: 2 Page Ref: 140-141 Skill: Interpretive Topic: The Crisis with Britain 41) The Declaratory Act, passed in response to the colonial turmoil over the Stamp Act, failed to resolve the issue of Parliament’s right to tax the colonies. Answer: TRUE Diff: 3 Page Ref: 143 Skill: Interpretive Topic: The Crisis with Britain 42) To avoid potential violence, Governor Hutchinson of Massachusetts tried to convince the East India Company to return its shiploads of tea to England rather than attempt unloading in Boston. Answer: FALSE Diff: 2 Page Ref: 149 Skill: Interpretive Topic: On the Brink of Rebellion 43) By the time the Second Continental Congress met, the fabric of government was badly torn in most colonies. Answer: TRUE Diff: 2 Page Ref: 151 Skill: Interpretive Topic: On the Brink of Rebellion 44) The colonial clergy failed to support the cause of independence during the buildup to revolution. Answer: FALSE Diff: 2 Page Ref: 158 Skill: Interpretive Topic: Severing the Colonial Bonds 45) Cities contained only 5 percent of the colonial population. Answer: TRUE Diff: 2 Page Ref: 152 Skill: Factual Topic: On the Brink of Rebellion 46) The Philadelphia militia failed to support the radical leaders of the Revolution in the city. Answer: FALSE Diff: 2 Page Ref: 152 Skill: Interpretive Topic: On the Brink of Rebellion 55 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

47) Colonial women played a vital role in the movement toward revolution. Answer: TRUE Diff: 1 Page Ref: 149 Skill: Interpretive Topic: On the Brink of Rebellion ESSAY 48) How did Britain attempt to restructure its colonial empire from 1688 to 1763? Were the years of the early eighteenth century a period of “salutary neglect”? Answer: Following the Glorious Revolution of 1688, England tightened her imperial administration, providing a more coherent management and a corps of colonial bureaucrats. England matched its strength against France four times between 1689 and 1763, winning concessions of major importance. Though known as a period of “salutary neglect,” this was actually an era when king and Parliament increased their control over colonial affairs. England asked her colonies to share in the costs of defending and extending the empire and to tailor their behavior to the needs of the home country. Diff: 2 Page Ref: 134-140 Skill: Interpretive Topic: The Climatic Seven Year’s War 49) Discuss the causes and important developments of the Seven Years’ War in North America. Analyze the consequences of the war for the various “winners” and “losers.” Answer: English colonial penetration of the Ohio Valley provoked French resistance in 1754. Although the French dominated during the early years of war, William Pitt as England’s prime minister was committed to winning. English victory in 1763 removed French and Spanish threats to eastern North America, but resulted in heavy debts and increased administrative problems. The end of European rivalry harmed the trading position of interior Indians and left them hostile to further English advances, while American colonists anticipated westward expansion and relished a sense of American identity. Diff: 3 Page Ref: 134-140 Skill: Interpretive Topic: The Climatic Seven Year’s War 50) Discuss the proposed program of George Grenville in 1764-1765 to raise revenue to reduce England’s debts. How and why did the Stamp Act politicize American colonists as never before? Answer: Grenville proposed a series of new measures in 1764-1765 to place a share of the costs of running the empire on the American colonists. The Revenue (Sugar) Act actually reduced the tax on imported molasses, but tightened enforcement provisions. The Currency Act prohibited colonial issue of paper money. The Stamp Act required revenue stamps on published documents. Americans protested the latter as an internal tax, passed without colonial approval. Resistance to the Stamp Act politicized American communities, and new leaders emerged to displace older and more cautious spokesmen. Diff: 2 Page Ref: 140-142 Skill: Interpretive Topic: The Crisis with Britain

51) The Tea Act was passed in 1773 by Parliament to save the British East India Company from bankruptcy. How and why did it precipitate the final plunge into revolution for the American colonies? Answer: Americans denounced the Tea Act for giving the East India Company a monopoly on the American tea trade, fearing other monopolies would follow. Americans also resented what they perceived as an attempt by England to manipulate colonial acceptance of Parliament’s taxing power. American resistance resulted in the famed Boston Tea Party. Parliament responded with a series of coercive measures, dubbed the Intolerable Acts by Americans, designed to force colonial submission to British rule. The colonies held a Continental Congress to pursue a unified course of resistance. Diff: 2 Page Ref: 149-150 Skill: Interpretive Topic: On the Brink of Rebellion 52) You are a member of Britain’s Parliament voting in favor of the Coercive Acts in 1774. Write a letter to your American cousin in Massachusetts, briefly reviewing the events of the past 10 years from the British perspective. Answer: A member of Britain’s Parliament might have argued the necessity of increased taxes on the American colonies to help pay the costs of running the empire. He would have decried the use of American violence and intimidation tactics to force the view of American “patriots,” particularly events during the Stamp Act and Tea Act crises. Diff: 3 Page Ref: 150-151 Skill: Interpretive Topic: The Crisis with Britain 53) How did growing revolutionary sentiment from 1764 to 1776 impact urban artisans, women, and backcountry farmers in America? Answer: Urban artisans capitalized on the growing revolutionary sentiment of the 1760s and 1770s to demand internal reform and raise notions of how American society might be reorganized. Colonial women played a vital role in facilitating the economic boycott of English goods. Removed from the urban scenes of action, backcountry farmers generally had to be drawn gradually into the resistance movement. Social tensions in some rural areas eventually became part of the momentum for revolution. Diff: 3 Page Ref: 141-155 Skill: Interpretive Topic: On the Brink of Rebellion IDENTIFICATION 54) In 1696, Parliament tightened imperial administration in America with the creation of additional ________ courts, which functioned without juries, to prosecute smugglers who evaded trade restrictions. Answer: vice-admiralty Diff: 2 Page Ref: 134 Skill: Factual Topic: The Climatic Seven Year’s War 55) England declared war on Spain in 1739, presumably because the Spanish severed the ear of English sea captain ________. Answer: Robert Jenkins Diff: 2 Page Ref: 134 Skill: Factual Topic: The Climatic Seven Year’s War

56) To discuss creation of a colonial union and possible alliance with the Iroquois Indians, colonial representatives met in 1754 at ________. Answer: Albany Diff: 2 Page Ref: 136 Skill: Factual Topic: The Climatic Seven Year’s War 57) At Fort Duquesne, the French rebuffed the attempts of young Virginia militia colonel ________ to establish an English fort at the forks of the Ohio River. Answer: George Washington Diff: 1 Page Ref: 136 Skill: Factual Topic: The Climatic Seven Year’s War 58) France, Austria, and ________ fought against Great Britain and Prussia during the French and Indian War. Answer: Russia Diff: 2 Page Ref: 137 Skill: Factual Topic: The Climatic Seven Year’s War 59) Between 1759 and 1761, the ________ tribe fought against the British in North America. Answer: Cherokee Diff: 1 Page Ref: 138 Skill: Factual Topic: The Climatic Seven Year’s War 60) The ________ ended the Seven Years’ War in 1763. Answer: Treaty of Paris Diff: 1 Page Ref: 138 Skill: Factual Topic: The Climatic Seven Year’s War

The American People, Concise, 7e (Nash) Chapter 6 A People in Revolution MULTIPLE CHOICE 1) Actual fighting in the American Revolution began when the A) British army, sent to seize colonial arms, was interrupted by colonists at Lexington. B) British navy shelled the colonial port of Norfolk, Virginia. C) colonial army under Washington forced the British to evacuate Boston. D) colonial Minutemen attacked a British camp guarding an arsenal in Concord. Answer: A Diff: 2 Page Ref: 170 Skill: Interpretive Topic: The War for American Independence 2) During the first year of the Revolution in New England, the A) British decided to evacuate Boston. B) numbers and influence of Loyalists increased. C) numbers of army recruits steadily declined. D) residents experienced widespread loss of life and property. Answer: A Diff: 3 Page Ref: 170 Skill: Interpretive Topic: The War for American Independence 3) Britain established its military headquarters in New York City in 1776 because of the city’s A) access to food supplies. B) central location. C) Loyalist sentiments. D) All of the above. Answer: D Diff: 1 Page Ref: 170 Skill: Interpretive Topic: The War for American Independence 4) George Washington’s early military setbacks convinced him to A) engage the British in frontal combat. B) harass the British, making the war as costly for them as possible. C) lead an assault on Canada. D) seek a final attempt at reconciliation with the British. Answer: B Diff: 2 Page Ref: 172 Skill: Interpretive Topic: The War for American Independence

5) Under the Articles of Confederation, Congress would NOT have the power to A) mediate boundary disputes between the states. B) declare war. C) administer relations with Indians living outside state boundaries. D) impose taxes. Answer: D Diff: 1 Page Ref: 205 Skill: Factual Topic: Toward a New National Government 6) Which of the following were problems experienced by the Continental army? A) an over-abundance of troops B) high morale C) inadequate supplies D) high salaries for enlisted men. Answer: C Diff: 2 Page Ref: 170 Skill: Interpretive Topic: The War for American Independence 7) The ability of the Confederation Congress to function was limited by the stipulation that A) all war powers belonged to the executive branch. B) any proposed law required unanimous approval. C) each state’s delegation could cast but one vote. D) it could not pass resolutions nor seek state support. Answer: C Diff: 3 Page Ref: 172 Skill: Interpretive Topic: The War for American Independence 8) During the Revolutionary War, George Washington repeatedly criticized the Continental Congress for A) blocking needed imports. B) forming an alliance with France. C) being soft on land speculators. D) failing to support the army. Answer: D Diff: 2 Page Ref: 172 Skill: Interpretive Topic: The War for American Independence 9) Intending on pushing further into the South, British commanders realized that A) the distance was too far. B) supply lines would be too long. C) Loyalist sympathy was weak. D) All of the above. Answer: D Diff: 2 Page Ref: 174 Skill: Interpretive Topic: The War for American Independence

10) Who took advantage of the confusion and chaos of war in Georgia and the Carolinas? A) Native American families B) African American slaves C) private bands of marauders D) French police Answer: C Diff: 2 Page Ref: 173 Skill: Interpretive Topic: The War for American Independence 11) Initially in the Revolutionary War, the French concentrated their fleet near A) Canada. B) California. C) the West Coast of Mexico D) the West Indies. Answer: D Diff: 2 Page Ref: 147 Skill: Factual Topic: The War for American Independence 12) How populous was the Iroquois nation by 1776? A) 30,000 B) 20,000 C) 15,000 D) 10,000 Answer: C Diff: 2 Page Ref: 175 Skill: Factual Topic: The War for American Independence 13) Which of the following tribes controlled the southern interior? A) Cherokee B) Creek C) Choctaw D) All of the above. Answer: D Diff: 2 Page Ref: 175 Skill: Factual Topic: The War for American Independence 14) The British invasion of the southern states was complicated by the A) absence of Loyalist supporters. B) jagged coastline and numerous inland rivers. C) colonial use of local knowledge and unconventional tactics. D) presence of a large slave population. Answer: C Diff: 2 Page Ref: 173 Skill: Interpretive Topic: The War for American Independence

15) In response to the Revolution, the Cherokee Indians A) launched raids in eastern Tennessee. B) joined Americans in a military alliance. C) remained aloof from the conflict. D) fled the fighting to lands west of the Mississippi River. Answer: A Diff: 2 Page Ref: 175 Skill: Interpretive Topic: The War for American Independence 16) According to the Treaty of Paris (1783), ending the American Revolution, A) Britain would retain only those territories they controlled at the war’s end. B) the United States would use the property of Loyalists to repay prewar debts owed to British merchants. C) all British forces would evacuate American territory “with all convenient speed” once hostilities ceased. D) the western boundary of the United States would be the crest of the Appalachian Mountains. Answer: C Diff: 2 Page Ref: 177 Skill: Interpretive Topic: The War for American Independence 17) All of the following factors contributed to American victory in the Revolution EXCEPT the A) administrative and organizational talents of George Washington. B) American people’s determination not to submit. C) Dutch and French loans, war supplies, and military forces. D) overwhelming support by Congress and the state governments for the continental army. Answer: D Diff: 2 Page Ref: 178 Skill: Interpretive Topic: The War for American Independence 18) Britain lost the Revolutionary War because it A) pursued overly aggressive military strategies. B) failed to capitalize sufficiently on its advantages. C) abandoned traditional European battlefield tactics. D) proved economically inferior to the combined American states. Answer: B Diff: 2 Page Ref: 179 Skill: Interpretive Topic: The War for American Independence 19) During the American Revolution, the state militias A) increasingly attracted volunteer recruits. B) served to legitimate the war among the people. C) required service of only the poorest class of men. D) provided an effective, well-equipped fighting force. Answer: B Diff: 3 Page Ref: 178 Skill: Interpretive Topic: The War for American Independence

20) As the Revolutionary War lengthened and its costs increased, which of the following groups would have been LEAST likely to contribute soldiers for the cause? A) men of wealth and influence B) former indentured servants C) recently arrived immigrants D) unskilled manual laborers Answer: A Diff: 2 Page Ref: 180 Skill: Interpretive Topic: The Experience of War 21) The medical treatment soldiers received A) did little good and often did harm. B) relied heavily on amputation to save lives. C) saved many from death. D) was nearly non-existent. Answer: A Diff: 2 Page Ref: 184 Skill: Interpretive Topic: The Experience of War 22) For American civilians, the Revolution A) resolved prior problems of housing and public health. B) struck hardest in the rural regions. C) seldom touched their lives in a threatening way. D) often caused destruction or confiscation of their property. Answer: D Diff: 2 Page Ref: 187 Skill: Interpretive Topic: The Experience of War 23) Loyalist emigrants established successful lives in all the following places EXCEPT A) land west of the Appalachians. B) Canadian Maritime Provinces. C) England. D) British West Indies. Answer: A Diff: 2 Page Ref: 187 Skill: Factual Topic: The Experience of War 24) The punishment of Loyalists during the Revolution A) gained the support of the most conservative patriots. B) raised concerns over the protection of individual liberty. C) typically fell hardest upon members of the lower classes. D) was tempered by feelings of kinship and affection. Answer: B Diff: 3 Page Ref: 188 Skill: Interpretive Topic: The Experience of War

25) American Loyalists during the Revolution A) lived mostly in and around the city of Boston. B) received generous compensation from England for their losses. C) numbered fewer than 10,000 people. D) were most numerous around New York City. Answer: D Diff: 2 Page Ref: 185, 187 Skill: Interpretive Topic: The Experience of War 26) Many American black slaves sought their freedom during the Revolution by A) attempting to take lands from western Indians. B) seeking return passage to Africa. C) fighting with the British. D) fleeing to the maritime provinces of Canada. Answer: C Diff: 2 Page Ref: 188-189 Skill: Interpretive Topic: The Experience of War 27) After the war, the generation of Americans who fought the Revolutionary War A) preferred European to American newspapers. B) became passionately absorbed by political debates. C) focused on private rather than public affairs. D) rejected religious notions of the nation’s destiny. Answer: B Diff: 2 Page Ref: 191 Skill: Interpretive Topic: Peacetime Opportunities and Challenges TRUE/FALSE 28) The American Revolution lasted for seven years, longer than any other of America’s wars until Vietnam nearly 200 years later. Answer: TRUE Diff: 2 Page Ref: 168 Skill: Factual Topic: American Stories 29) Native Americans who fought for American independence gained great benefits from their efforts. Answer: FALSE Diff: 1 Page Ref: 176 Skill: Interpretive Topic: The War for American Independence 30) France entered the American Revolutionary War on the American side in 1778. Answer: TRUE Diff: 1 Page Ref: 172, 177 Skill: Factual Topic: The War for American Independence

31) In the Treaty of Paris in 1783, the United States agreed to a western boundary at the Mississippi River. Answer: TRUE Diff: 1 Page Ref: 177 Skill: Factual Topic: The War for American Independence 32) At the height of the war, France fielded an army of 10,000 troops in North America. Answer: TRUE Diff: 1 Page Ref: 178 Skill: Factual Topic: The War for American Independence 33) Approximately 250,000 men fought for the American side during the Revolution. Answer: TRUE Diff: 2 Page Ref: 180 Skill: Factual Topic: The Experience of War 34) Very few American soldiers were immigrants. Answer: FALSE Diff: 2 Page Ref: 180 Skill: Factual Topic: The Experience of War 35) Swarms of camp followers surrounded Washington’s army and proved to always be of vital assistance. Answer: FALSE Diff: 2 Page Ref: 184 Skill: Interpretive Topic: The Experience of War 36) Approximately 2,500 American troops died in the Revolutionary War. Answer: FALSE Diff: 2 Page Ref: 184 Skill: Factual Topic: The Experience of War 37) About half of New York City’s population fled when the British occupied the city. Answer: TRUE Diff: 2 Page Ref: 185 Skill: Interpretive Topic: The Experience of War

ESSAY 38) Historians have used muster rolls from different towns and regions to analyze the social composition of the continental army and how it changed during the course of the Revolution. Analyze their conclusions. Answer: Initially fought by volunteers inspired by patriotism and drawn from a broad spectrum of social and economic ranks, the Revolutionary War, as with wars in general, was transformed over time into a poor man’s fight. The continental army became filled with conscripts, hired substitutes, and members of the lower classes drawn by enlistment bounties, promises of good pay, and opportunities for personal advancement. Diff: 2 Page Ref: 181-183 Skill: Interpretive Topic: The Experience of War 39) Why did fighting in the American Revolution shift over time from the Northeast to the Middle Atlantic to the South? Contrast the primary British and American war strategies from 1776 to 1781. Answer: Britain abandoned New England in early 1776 because of rebel strength and the lack of Loyalist support. The British established their military headquarters in New York City, hoping to sever the states in two. Washington adopted a defensive strategy of caution and delay. The war was stalemated, and the British turned to the South, hoping to strengthen their forces and utilize their naval power. The British scored significant coastal victories but were thwarted by American guerrilla tactics from penetrating into the interior. Diff: 2 Page Ref: 170-175 Skill: Interpretive Topic: The War for American Independence 40) How were the weak and disunited American states able to defeat Great Britain, the most powerful nation in the Atlantic world? What lessons might the Revolution have offered later Americans for the proper conduct of the Vietnam War? Answer: American advantages included Washington’s leadership, foreign aid, defensive position, the rural nature of the land, guerrilla tactics, and particularly, commitment to a cause. The British, in spite of vast economic and military resources, remained overconfident and failed to capitalize on their strengths. As the war dragged on and costs escalated, Britain’s will wavered and political support eroded. The United States might have later considered that “a guerrilla force can win if it does not lose; a regular army loses if it does not consistently win.” Diff: 2 Page Ref: 179-181 Skill: Interpretive Topic: The War for American Independence 41) Although the Revolution resulted in independence for the American nation, it produced varied consequences for those who lived through it. Analyze the impact of the Revolution on the lives of Native Americans, blacks, and women. Answer: Alliance with the British and fighting against the Americans by many Native Americans hastened rather than prevented loss of their lands. Many black slaves also took advantage of the Revolution to fight with the British or to escape from their masters. Northern states began the abolition of slavery but did not, for the most part, accord free blacks equal rights. Americans also excluded women from the formal right of republican citizenship, although women began to assume more public roles. Diff: 3 Page Ref: 184-190 Skill: Interpretive Topic: The Experience of War

42) Discuss the difficulties Americans faced in raising, equipping, and maintaining an army. Answer: At the war’s beginning, men of all ranks enlisted in their state militias and the continental army. Throughout the war, both the states and Congress failed to provide sufficient food, clothing, and supplies. Recruitment became more difficult as the war progressed. Diff: 2 Page Ref: 180, 184 Skill: Interpretive Topic: The Experience of War 43) Explain what types of Americans chose to remain Loyalists during the Revolution, and why. Discuss the treatment Loyalists received during the war and whether such treatment was fair or appropriate. Answer: In addition to many blacks and Native Americans, other groups with a special incentive for Loyalism included ethnic minorities, royal appointees, Anglican clergymen, and many members of the upper classes who benefited from the status quo. Loyalists were ostracized, had their property confiscated, and lost political rights and protection. Students should address the question of governmental balance between individual liberty and public security in discussion of the treatment of Loyalists. Diff: 3 Page Ref: 187-188 Skill: Interpretive Topic: The Experience of War IDENTIFICATION 44) The first plan for a permanent union of the states, sharply limiting what the Congress could do and reserving broad governing powers to the individual states, was the ________. Answer: Articles of Confederation Diff: 1 Page Ref: 201 Skill: Factual Topic: Toward a New National Government 45) At the urging of Joseph Brant in the summer of 1777, most of the ________ abandoned neutrality and joined the struggle against the Americans. Answer: Iroquois Diff: 2 Page Ref: 176 Skill: Factual Topic: The War for American Independence 46) Between 1780 and 1782, Russia, the Netherlands, and six other European countries joined in a ________ aimed at protecting their maritime trade against British efforts to control it. Answer: League of Armed Neutrality Diff: 3 Page Ref: 177 Skill: Factual Topic: The War for American Independence 47) The American traitor ________ laid waste to Virginia’s James River Valley. Answer: Benedict Arnold Diff: 3 Page Ref: 186 Skill: Factual Topic: The Experience of War

48) A(n) ________ virus killed an estimated 130,000 people in North America in the 1770s and 1780s. Answer: smallpox Diff: 2 Page Ref: 187 Skill: Factual Topic: The Experience of War 49) Loyalist numbers were fewest in ________, and concentrated around New York City. Answer: New England Diff: 2 Page Ref: 187-188 Skill: Factual Topic: The Experience of War 50) The South’s nearly 400,000 ________ were viewed by the British as a resource to be exploited during the war. Answer: slaves Diff: 2 Page Ref: 188 Skill: Factual Topic: The Experience of War 51) The American Revolution gave rise to the idea of separating _________ and state. Answer: church Diff: 2 Page Ref: 191 Skill: Factual Topic: Peacetime Opportunities and Challenges 52) In 1786, Congress adopted ________Bill for Establishing Religious Freedom. Answer: Thomas Jefferson’s Diff: 2 Page Ref: 192 Skill: Factual Topic: Peacetime Opportunities and Challenges 53) By 1790, every state except Georgia and __________had outlawed the international slave trade. Answer: South Carolina Diff: 2 Page Ref: 193 Skill: Factual Topic: Peacetime Opportunities and Challenges 54) In 1780, the ___________state legislature passed a law to free all newborn slaves when they reached the age of 21. Answer: Pennsylvania Diff: 2 Page Ref: 194 Skill: Factual Topic: Peacetime Opportunities and Challenges 55) The Confederation Congress passed two ____________ordinances in the 1780s. Answer: land Diff: 2 Page Ref: 194 Skill: Factual Topic: Peacetime Opportunities and Challenges

56) The supporters of a ____________national government called themselves Federalists. Answer: stronger Diff: 2 Page Ref: 201 Skill: Factual Topic: Toward a New National Government 57) James Madison’s idea for a new national government was known as the _________Plan. Answer: Virginia Diff: 2 Page Ref: 202 Skill: Factual Topic: Toward a New National Government 58) By 1800 in the Chesapeake, more than one in every _________blacks was free. Answer: ten Diff: 2 Page Ref: 193 Skill: Factual Topic: Peacetime Opportunities and Challenges 59) William Patterson’s idea for a new national government was known as the _________Plan. Answer: New Jersey Diff: 2 Page Ref: 203 Skill: Factual Topic: Toward a New National Government 60) The agreement between big and small states is known as the ___________ by historians. Answer: Great Compromise Diff: 2 Page Ref: 204 Skill: Factual Topic: Toward a New National Government

The American People, Concise, 7e (Nash) Chapter 7 Creating a Nation MULTIPLE CHOICE 1) During the immediate postwar years, most white Americans viewed the Native Americans of the interior as A) rival members of independent nations. B) equal partners in western settlement. C) conquered peoples. D) potential converts to Christian civilization. Answer: C Diff: 2 Page Ref: 220 Skill: Interpretive Topic: Launching the National Republic 2) Because of the activities of Handsome Lake, the Iroquois A) returned to the war path. B) reclaimed western lands. C) regained hope and self-confidence. D) ceded most of their lands to the United States and retreated to small reservations. Answer: D Diff: 2 Page Ref: 221 Skill: Interpretive Topic: Launching the New Republic 3) The Iroquois, in particular, resisted white A) disease. B) Christianity C) loss of traditional life ways. D) lack of self-confidence. Answer: B Diff: 2 Page Ref: 221 Skill: Factual Topic: Launching the New Republic 4) Which of the following tribes held African American slaves? A) Wyandotte B) Chippewa C) Delaware D) Cherokee Answer: D Diff: 2 Page Ref: 222 Skill: Factual Topic: Launching the New Republic

5) In which of the following port cities was half the population black in 1820? A) New Orleans. B) San Francisco. C) Columbia. D) Knoxville. Answer: A Diff: 2 Page Ref: 229 Skill: Factual Topic: Society in the Early American Republic 6) Which of the following nations closed the Mississippi River to U.S. shipping? A) France B) Britain C) Germany D) Spain Answer: D Diff: 1 Page Ref: 238 Skill: Interpretive Topic: A Nation Divided 7) By the 1820s, how many African Americans lived in eastern port cities A) 50,000 B) 40,000 C) 30,000 D) 20,000 E) 10,000 Answer: B Diff: 2 Page Ref: 229 Skill: Factual Topic: Society in the Early American Republic 8) In the early 1800s, slaves were imported into, Georgia and A) South Carolina. B) Virginia. C) Maryland. D) New York. Answer: A Diff: 2 Page Ref: 227 Skill: Factual Topic: Society in the Early American Republic 9) The majority of free blacks lived and worked in A) ships. B) towns. C) hospitals. D) plantations. Answer: B Diff: 2 Page Ref: 229 Skill: Factual Topic: Society in the Early American Republic

10) Which of the following issues was NOT a contributing factor to Shays’s Rebellion? A) Indian raids B) taxation C) debt D) paper money Answer: A Diff: 1 Page Ref: 222-223 Skill: Interpretive Topic: Launching the New Republic 11) The crisis that ultimately sparked Shays’s Rebellion in Massachusetts began with the A) passage of state “stay laws.” B) removal of English goods from local markets. C) collapse of a complicated pyramid of credit and debt. D) public panic and runs on state banks. Answer: C Diff: 3 Page Ref: 222 Skill: Interpretive Topic: Launching the New Republic 12) Massachusetts responded to Shays’s Rebellion with a A) reduction of taxes. B) new issue of additional paper money. C) moratorium on private debts. D) dispatch of armed militiamen. Answer: D Diff: 2 Page Ref: 223 Skill: Interpretive Topic: Launching the New Republic 13) Which of the following men was NOT an early subscriber to the Federalist philosophy? A) Thomas Jefferson B) Alexander Hamilton C) George Washington D) James Madison Answer: A Diff: 1 Page Ref: 215 Skill: Interpretive Topic: American Stories 14) The Federalists argued that a stronger national government was necessary to A) establish public credit. B) extend American trade. C) spur economic recovery. D) protect national interests. Answer: D Diff: 1 Page Ref: 217 Skill: Interpretive Topic: Launching the New Republic

15) Economic policy under President Washington was largely carried out by A) George Mason. B) Thomas Jefferson. C) John Jay. D) Alexander Hamilton. Answer: D Diff: 1 Page Ref: 217 Skill: Factual Topic: Launching the New Republic 16) State war debts at the start of Washington’s presidency totaled A) over 21 million. B) less than 10 million C) over 100 million D) more than 50 million. Answer: A Diff: 1 Page Ref: 217 Skill: Factual Topic: Launching the New Republic 17) In February 1792, Congress approved the ______ bill. A) bank B) farm C) factory D) reservation Answer: A Diff: 1 Page Ref: 219 Skill: Factual Topic: Launching the New Republic 18) In February 1791, Congress made a new tax law known as the A) Cigarette Tax. B) Whiskey Tax C) Corn Tax D) Rice Tax. Answer: B Diff: 1 Page Ref: 219 Skill: Factual Topic: Launching the New Republic 19) Washington’s first Secretary of War was A) Thomas Jefferson. B) Benjamin Franklin C) Henry Knox D) James Madison. Answer: C Diff: 1 Page Ref: 220 Skill: Factual Topic: Launching the New Republic

20) Washington’s first Secretary of the Treasury was A) Thomas Jefferson. B) Benjamin Franklin C) Alexander Hamilton D) James Madison. Answer: C Diff: 1 Page Ref: 218 Skill: Factual Topic: Launching the New Republic 21) The Indian Intercourse Act of 1790 dealt with A) federal treaties and Indian land. B) marriage rights on tribal land. C) religious ceremonies in cities. D) water rights for immigrant people. Answer: A Diff: 1 Page Ref: 220 Skill: Interpretive Topic: Launching the New Republic 22) Native Americans ceded land for all of the following reasons EXCEPT A) trade goods. B) annuity payments. C) with the promise that no more lands would be desired by whites. D) the desire of Indian tribes for African American slavery. Answer: D Diff: 1 Page Ref: 220 Skill: Interpretive Topic: Launching the New Republic 23) Iroquois in New York dealt with missionaries known as A) witch doctors. B) Quakers. C) Eastern Orthodox monks. D) the Sultan of Brunei. Answer: B Diff: 1 Page Ref: 221 Skill: Factual Topic: Launching the New Republic 24) Indians who assimilated more than most included the A) Sioux. B) Cherokee C) Navajo. D) Hopi. Answer: B Diff: 1 Page Ref: 221 Skill: Interpretive Topic: Launching the New Republic

25) In 1808, the Cherokee adopted a legal code combining Indian and A) Spanish law. B) British law. C) U.S. law. D) French. Answer: C Diff: 1 Page Ref: 221 Skill: Factual Topic: Launching the New Republic 26) In the 1780s, a Native American leader who resisted white expansion was A) Captain Jack. B) Little Turtle. C) Geronimo. D) Sacajawea. Answer: B Diff: 1 Page Ref: 222 Skill: Factual Topic: Launching the New Republic 27) In 1794, the United States won a decisive battle against Native Americans at the Battle of A) Handsome Lake. B) Running Waters. C) Fallen Timbers. D) Ocean Shore. Answer: C Diff: 1 Page Ref: 222 Skill: Factual Topic: Launching the New Republic 28) By 1800, the average size of American farms was _______ acres. A) 500-1,000 B) 300-400 C) 200-300 D) 150-100 Answer: D Diff: 1 Page Ref: 226 Skill: Factual Topic: Society in the Early American Republic 29) By 1800, much of southern agriculture was A) rapidly expanding. B) in disarray. C) farmed by free blacks. D) burned over by fire. Answer: B Diff: 1 Page Ref: 226 Skill: Interpretive Topic: Society in the Early American Republic

30) In the early 1800s, one of the most important southern exports was A) bananas. B) coal. C) cotton. D) porcelain. Answer: C Diff: 1 Page Ref: 227 Skill: Factual Topic: Society in the Early American Republic 31) The cotton gin was invented by A) Thomas Jefferson B) Eli Whitney C) Richard Allen. D) Henry Knox. Answer: B Diff: 1 Page Ref: 227 Skill: Factual Topic: Society in the Early American Republic 32) The colony of Louisiana became part of the United States in the year A) 1763. B) 1783. C) 1803. D) 1833. Answer: C Diff: 1 Page Ref: 229 Skill: Interpretive Topic: Society in the Early American Republic 33) From 1790-1820, the U.S. population increased by _______ percent. A) 50 B) 60 C) 73 D) 84 Answer: D Diff: 1 Page Ref: 228 Skill: Interpretive Topic: Society in the Early American Republic 34) By 1820, the population of New York numbered _______ people. A) 50,000 B) 75,000 C) 100,000 D) 200,000 Answer: C Diff: 1 Page Ref: 228 Skill: Factual Topic: Society in the Early American Republic

35) Early American cities witnessed most Americans ________ to work. A) walking B) riding horses C) riding in wagons D) taking public trains Answer: A Diff: 1 Page Ref: 228 Skill: Interpretive Topic: Society in the Early American Republic 36) Streets in early American cities A) were swept clean daily by city workers. B) remained untouched by humans and animals. C) were filthy and maintained by swine. D) were nonexistent. Answer: C Diff: 1 Page Ref: 228 Skill: Interpretive Topic: Society in the Early American Republic 37) Early American cities bred diseases such as A) AIDS and Swine flu. B) dysentery and typhoid. C) smallpox and rubella. D) gangrene. Answer: B Diff: 1 Page Ref: 228 Skill: Factual Topic: Society in the Early American Republic 38) By the 1820s, Philadelphia was becoming a center of ______ production. A) slavery B) tobacco C) textile D) lumber Answer: C Diff: 1 Page Ref: 229 Skill: Factual Topic: Society in the Early American Republic 39) New Orleans was originally a colony of the A) French. B) Spanish. C) British. D) Dutch. Answer: A Diff: 1 Page Ref: 229 Skill: Factual Topic: Society in the Early American Republic

40) Free black women in early American cities worked as A) domestics. B) dock workers. C) farm hands. D) nurses. Answer: A Diff: 1 Page Ref: 229 Skill: Factual Topic: Society in the Early American Republic TRUE/FALSE 41) Human travel was the only means of mass communication across space in the early American Republic. Answer: TRUE Diff: 2 Page Ref: 232 Skill: Factual Topic: Society in the Early American Republic 42) Robert Fulton invented the railroad locomotive. Answer: FALSE Diff: 2 Page Ref: 232 Skill: Factual Topic: Society in the Early American Republic 43) The number of newspapers steadily decreased over time in the early United States. Answer: FALSE Diff: 2 Page Ref: 232 Skill: Factual Topic: Society in the Early American Republic 44) In the 1790s, the United States experienced a religious revival known as the Second Great Awakening. Answer: TRUE Diff: 2 Page Ref: 233 Skill: Factual Topic: Society in the Early American Republic 45) The Second Great Awakening was confined to New England. Answer: FALSE Diff: 2 Page Ref: 233 Skill: Factual Topic: Society in the Early American Republic 46) Methodists and Baptists were particularly energized by the Second Great Awakening. Answer: TRUE Diff: 2 Page Ref: 234 Skill: Interpretive Topic: Society in the Early American Republic

47) George Washington’s birthday unified the nation in the early 1800s. Answer: TRUE Diff: 2 Page Ref: 234 Skill: Factual Topic: Society in the Early American Republic ESSAY 48) Analyze the impact of the Haitian Revolution on slavery and relations with the United States. Answer: The end of slavery in Haiti encouraged African American slaves to resist slavery on the North American mainland, as well as throughout Latin America and the Caribbean. White southerners became increasingly paranoid about African American slavery as blacks asserted their liberty. The United States failed to diplomatically recognize Haiti until after the Civil War. Diff: 2 Page Ref: 236-237 Skill: Interpretive Topic: Topic: A Nation Divided 49) Describe the XYZ affair. Answer: When John Adams assumed office, a crisis between France and the United States over French interference with American vessels took place. Adams sent three commissioners to Paris to resolve the situation. The French dignitaries who received the Americans demanded a loan in the form of a bribe. Adams reported the incident to Congress, and Federalists exploited the affair. Diff: 3 Page Ref: 240 Skill: Interpretive Topic: A Nation Divided 50) Discuss the causes and consequences of Shays’s Rebellion in Massachusetts in 1786-1787. Answer: Heavy debts, agricultural depression, lack of money, and increased taxes drove the farmers of Massachusetts into rebellion under the leadership of Daniel Shays in 1786. Although the government responded with force to put down the protest, the episode helped convince many Americans of the need to correct the inadequacies of the Confederation. Diff: 2 Page Ref: 222-223 Skill: Interpretive Topic: Launching the New Republic 51) Explain the controversy surrounding the Alien and Sedition Acts. Answer: To protect the United States from France, the Federalists in Congress passed several pieces of legislation in 1798 curbing immigration and reducing the rights of aliens in the United States and the right of free speech in time of war. Investigations followed to force foreigners to register with the government. The acts generated a firestorm of protest across the nation. Diff: 2 Page Ref: 241-242 Skill: Interpretive Topic: A Nation Divided

52) What is significant regarding the “Revolution of 1800”? Answer: In the presidential election of 1800, Thomas Jefferson and the Jeffersonian Republicans took charge after a decade of Federalist rule under Washington and Adams. In an emotional election that witnessed the decline of the Federalist party, the vote was so close that the House of Representatives decided the outcome. The Federalists also lost majorities in the House and Senate. Diff: 2 Page Ref: 243-244 Skill: Interpretive Topic: Jeffersonian-Republic Triumph 53) What were the main components of Jefferson’s western strategy? Answer: Jefferson wanted to explore and claim vast sections of the American West in order to facilitate expansion by Americans increasingly lacking land for new children to inherit and become independent farmers. Jefferson believed in negotiating with Indians to obtain land concessions for white settlers. Jefferson purchased Louisiana from the French and sent Lewis and Clarke to explore the region. Diff: 2 Page Ref: 245-246 Skill: Interpretive Topic: Jeffersonian-Republic Triumph 54) How did Native Americans respond to U.S. western expansion? Answer: Indians continued to resist the federal government after the 1790s. Two Shawnee brothers, Tenswatawa and Tecumseh, formed a confederacy of allied tribes in the early 1800s. They launched a pan-Indian resistance movement that culminated in defeat at the Battle of the Thames in 1811. The Creeks also resisted and were crushed finally at the Battle of Horseshoe Bend in 1814 in Alabama. As General Jackson obtained title to thousands of prime cotton lands, Indian resistance was shattered both north and south, facilitating white settler and black slave migration into the southern portion of North America. Diff: 2 Page Ref: 247-248 Skill: Interpretive Topic: Jeffersonian-Republic Triumph 55) Analyze the role of blacks during the War of 1812 and the impact of the conflict on African American people. Answer: Four thousand black sailors fought during the war, roughly 20 percent of U.S. sailors. They demonstrated their patriotism as they fought the stereotyping by whites. Newly liberated slaves helped the British burn the U.S. Capitol; many other slaves served as spies, messengers, and guides for the British during the war. Diff: 2 Page Ref: 251 Skill: Interpretive Topic: Jeffersonian-Republic Triumph IDENTIFICATION 56) At the urging of President Madison, Congress passed America’s first ________: a set of duties on imported goods designed to protect American manufacturing. Answer: protective tariff Diff: 1 Page Ref: 252 Skill: Factual Topic: Jeffersonian-Republic Triumph

57) Leading the Supreme Court during the early 1800s, _______ left an indelible stamp upon early American government. Answer: John Marshall Diff: 2 Page Ref: 252 Skill: Factual Topic: Jeffersonian-Republic Triumph 58) In the case of ____________ (1803), the Court established the principle of judicial review. Answer: Marbury v. Madison Diff: 2 Page Ref: 252 Skill: Factual Topic: Jeffersonian-Republic Triumph 59) In the case of ________(1816), the Court claimed appellate jurisdiction over the decisions of state courts. . Answer: Martin v. Hunter’s Lessee Diff: 2 Page Ref: 252 Skill: Factual Topic: Jeffersonian-Republic Triumph 60) President James Madison launched a __________network of roads and canals. Answer: federally subsidized Diff: 2 Page Ref: 252 Skill: Factual Topic: Jeffersonian-Republic Triumph 61) In the case of __________ (1816), the Court took a loose view of the construction of the Constitution. Answer: McCulloch v. Maryland Diff: 2 Page Ref: 252 Skill: Factual Topic: Jeffersonian-Republic Triumph 62) South Carolina’s ________was a War Hawk regarding the War of 1812. Answer: John Calhoun Diff: 2 Page Ref: 249 Skill: Factual Topic: Jeffersonian-Republic Triumph 63) Congressional opposition to Madison’s call for a war against the British in 1812 came primarily from the ________ states. Answer: New England Diff: 2 Page Ref: 249 Skill: Factual Topic: Jeffersonian-Republic Triumph 64) During the War of 1812, the British Navy ________American ports. Answer: blockaded Diff: 2 Page Ref: 250 Skill: Factual Topic: Jeffersonian-Republic Triumph 81 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

65) The ________ was an example of organized domestic resistance to American involvement in the War of 1812. Answer: Hartford Convention Diff: 2 Page Ref: 251 Skill: Factual Topic: Jeffersonian-Republic Triumph

The American People, Concise, 7e (Nash) Chapter 8 Currents of Change in the Northeast and the Old Northwest MULTIPLE CHOICE 1) Susan Warner responded to financial adversity by A) giving piano lessons in her home. B) opening a school for girls. C) writing a novel for publication. D) taking a job in a Lowell textile mill. Answer: C Diff: 1 Page Ref: 256 Skill: Factual Topic: American Stories 2) From 1820 to 1860, the American economy witnessed a A) consistent increase in available jobs and goods. B) doubling of per capita income. C) trend toward regional isolation. D) decline in worker productivity. Answer: B Diff: 2 Page Ref: 258 Skill: Interpretive Topic: Economic Growth 3) All of the following factors contributed to American economic growth from 1820 to 1860 EXCEPT the A) maintenance of low tariff rates. B) abundance of natural resources. C) influx of European capital. D) increasing population. Answer: A Diff: 1 Page Ref: 260 Skill: Interpretive Topic: Economic Growth 4) During the 1820s and 1830s, canal building projects A) provided cheap and reliable access to distant markets and goods. B) increased freight rates to cover project expenses. C) fostered strong ties between the North and South. D) revitalized eastern cities and hindered western settlement. Answer: A Diff: 2 Page Ref: 259-260 Skill: Interpretive Topic: Economic Growth

5) The federal government encouraged economic expansion by A) establishing the Second Bank of the United States. B) cooperating with state governments on internal improvements. C) shielding American products with tariffs. D) hiring Native American workers. Answer: C Diff: 2 Page Ref: 261 Skill: Factual Topic: Economic Growth 6) The dramatic improvement in transportation networks between 1810 and 1860 contributed to the A) intervention of governmental controls. B) trend toward regional specialization. C) higher costs of transportation. D) demise of American agriculture. Answer: B Diff: 3 Page Ref: 261 Skill: Interpretive Topic: Economic Growth 7) State governments promoted economic growth by A) underwriting bonds for improvement projects. B) repealing laws of incorporation. C) guarding against special privileges. D) taxing interstate commerce. Answer: A Diff: 2 Page Ref: 261 Skill: Interpretive Topic: Economic Growth 8) Between 1819 and 1824, a series of Supreme Court decisions established the basic principle that A) debtors could repudiate unfair debts. B) contracts were binding legal instruments. C) land was intended for subsistence, not exploitation. D) states could modify their charters. Answer: B Diff: 2 Page Ref: 262 Skill: Interpretive Topic: Economic Growth 9) Intangible factors contributing to America’s antebellum economic growth included the A) steady issue of government patents for new tools and machines. B) rapid expansion of and improvement in transportation networks. C) entrepreneurial mentality and mechanical nature of most Americans. D) need to compensate for the continual shortage of labor and goods. Answer: C Diff: 2 Page Ref: 262 Skill: Interpretive Topic: Economic Growth

10) Horace Mann championed which of the following educational reforms? A) uniform curricula and teacher training B) gradeless, open-concept schools C) local curricular decisions D) private funding and control Answer: A Diff: 2 Page Ref: 263 Skill: Interpretive Topic: Economic Growth 11) Manufacturers primarily valued education for their workers because it A) removed child laborers from the workforce. B) promoted feelings of self-worth. C) encouraged habits of discipline and productivity. D) improved intellectual skills. Answer: C Diff: 2 Page Ref: 263 Skill: Interpretive Topic: Economic Growth 12) Antebellum advocates of public education hoped that the schools would A) challenge the dominance of middle-class values. B) demonstrate the benefits of economic progress. C) teach students to think and act independently. D) counter unsettling effects of economic change. Answer: D Diff: 3 Page Ref: 263 Skill: Interpretive Topic: Economic Growth 13) The early mechanization of the cloth industry A) increased both the volume and price of its goods. B) supplemented rather than replaced home manufacturing. C) occurred primarily in the South. D) seldom saw women or children employed as laborers. Answer: B Diff: 2 Page Ref: 264 Skill: Interpretive Topic: Economic Growth 14) The most important innovation of Francis Cabot Lowell’s Waltham operation was to A) divide the tasks of spinning and weaving into separate operations. B) accumulate the capital of a wide-ranging group of associates. C) use New England’s swift-flowing streams to power his mills. D) combine the steps of cotton production under one roof. Answer: D Diff: 2 Page Ref: 264 Skill: Interpretive Topic: Economic Growth

15) The women who came to Lowell for mill jobs were A) recruited only after owners failed to locate sufficient immigrant workers. B) eager for permanent work and opportunities for advancement. C) the first women to labor outside their homes in large numbers. D) attempting to escape conditions of desperate poverty at home. Answer: C Diff: 2 Page Ref: 267 Skill: Interpretive Topic: A New England Textile Town 16) Women workers at the Lowell mills A) occupied operative, as well as managerial, positions. B) seldom formed close ties with one another. C) lived in closely supervised company boardinghouses. D) faced challenging and varied routines. Answer: C Diff: 2 Page Ref: 268 Skill: Interpretive Topic: A New England Textile Town 17) A short-lived strike by Lowell’s women workers in February 1834 occurred in protest of A) wage cuts. B) poor sales. C) rising inventories. D) falling prices. Answer: A Diff: 1 Page Ref: 269 Skill: Interpretive Topic: A New England Textile Town 18) By the 1850s, all of the following factors undermined the united action of women mill workers EXCEPT the A) long tenure of women workers. B) arrival of Irish immigrants. C) use of segregated living quarters. D) hiring of more male workers. Answer: A Diff: 2 Page Ref: 269 Skill: Interpretive Topic: A New England Textile Town 19) For outworkers, the invention of the sewing machine in the 1850s A) reduced the pool of potential workers. B) led bosses to expect a greater volume of work. C) allowed workers to labor at home for the first time. D) ensured easier and more pleasant tasks. Answer: B Diff: 2 Page Ref: 271 Skill: Interpretive Topic: Factories on the Frontier

20) For most Cincinnati workers before the Civil War, a manufacturing job A) imposed a form of “wage slavery.” B) encouraged the “manly virtues.” C) depended upon worker skills. D) guaranteed a decent livelihood. Answer: A Diff: 2 Page Ref: 271 Skill: Interpretive Topic: Factories on the Frontier 21) In the decades before the Civil War, Cincinnati workers A) viewed their bosses as a separate and hostile class. B) refused to join unions or participate in strikes. C) struck for fair wages. D) steadily improved their standard of living. Answer: C Diff: 2 Page Ref: 272 Skill: Interpretive Topic: Factories on the Frontier 22) The continuing urban growth of New York City from 1820 to 1860 resulted primarily from its A) access to waterpower. B) manufacturing of textiles. C) being an intersection of natural transportation routes. D) role in domestic and foreign trade. Answer: D Diff: 2 Page Ref: 273 Skill: Interpretive Topic: Urban Life 23) Urban growth in many antebellum cities A) outpaced the government’s provision of public services. B) led to healthier and more comfortable living conditions. C) followed an attractive and orderly plan. D) made it the nation’s largest city by 1860. Answer: A Diff: 2 Page Ref: 274 Skill: Interpretive Topic: Urban Life 24) A dramatic rise in the concentration of wealth in the United States from 1820 to 1860 A) eased social tensions. B) hardened class lines. C) resulted in mass suffering. D) calmed labor protests. Answer: B Diff: 1 Page Ref: 274 Skill: Interpretive Topic: Urban Life

25) Of the following economic indicators describing conditions in Philadelphia, which one DECREASED from 1820 to 1860? A) downward occupational mobility B) proportion of craftsmen in the laboring class C) residential mobility D) percentage of unskilled wage earners in or near poverty Answer: B Diff: 3 Page Ref: 275 Skill: Interpretive Topic: Urban Life 26) The role of the ideal woman in antebellum America was to A) perform complementary tasks in the family’s struggle to get ahead. B) pursue a rewarding and professional career. C) create a clean and wholesome home for family life. D) produce vital goods or earn money necessary for the family’s subsistence. Answer: C Diff: 2 Page Ref: 276-277 Skill: Interpretive Topic: Urban Life 27) The concept of domesticity A) confined women to home and family activities. B) implied the moral superiority of women. C) elevated women’s economic and political status. D) helped working-class women make psychological sense of their lives. Answer: B Diff: 3 Page Ref: 277 Skill: Interpretive Topic: Urban Life 28) How did the character of the free black community shape the Philadelphia riot? A) The black community was large and visible, angering whites. B) It had its own institutions and elite, which challenged white supremacy. C) It had its own wealth, which frustrated jobless whites. D) All of the above. Answer: D Diff: 2 Page Ref: 280 Skill: Interpretive Topic: Urban Life

29) All of the following are true about free black women EXCEPT A) most worked as domestics. B) many headed their own households. C) many owned a large amount of property. D) some took in boarders. Answer: C Diff: 2 Page Ref: 281 Skill: Factual Topic: Urban Life 30) All of the following are true regarding the political rights of free blacks in the United States in the 1800s EXCEPT A) black women could vote. B) the Northwest Territory banned slavery. C) in the 1830s, voting rights for black men were slowly eroded. D) in most states, segregation in public facilities prevailed. Answer: A Diff: 2 Page Ref: 281-282 Skill: Factual Topic: Urban Life 31) By 1830, which of the following regions was still considered to be “frontier”? A) Michigan B) Wisconsin C) Iowa D) All of the above. Answer: D Diff: 2 Page Ref: 284 Skill: Factual Topic: Rural Communities 32) Which of the following were new inventions of the early transportation and industrialization era? A) electric light bulb B) steam ship C) nuclear power D) airplane Answer: B Diff: 2 Page Ref: 258 Skill: Factual Topic: Economic Growth

33) Between 1790 and 1861, how much money did Europeans invest in the United States? A) $10 million B) $100 million C) $500 million D) $750 million Answer: C Diff: 2 Page Ref: 261 Skill: Factual Topic: Economic Growth 34) In 1805, in the case of Palmer v. Mulligan, the Court determined that A) private property could be developed for business purposes. B) Native Americans were domestic dependent nations. C) the Supreme Court had final rule over state courts. D) immigrants could not come to the United States in large numbers. Answer: A Diff: 2 Page Ref: 261-262 Skill: Interpretive Topic: Economic Growth 35) Which of the following Founding Fathers was popularized in the 1830s as a model for hard work and education? A) Alexander Hamilton B) Thomas Jefferson C) Benjamin Franklin D) John Hancock Answer: C Diff: 2 Page Ref: 263 Skill: Factual Topic: Economic Growth 36) Which of the following values did self-help books emphasize in the early 1800s? A) diligence B) punctuality C) deference D) All of the above. Answer: D Diff: 2 Page Ref: 263 Skill: Factual Topic: Economic Growth 37) Which of the following nations remained a model of industrial growth for the United States during the 1800s? A) Spain B) Portugal C) Great Britain D) China Answer: C Diff: 2 Page Ref: 263-264 Skill: Factual Topic: Economic Growth 90 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

TRUE/FALSE 38) Between 1820 and 1860, the per capita income of Americans steadily declined. Answer: FALSE Diff: 2 Page Ref: 258 Skill: Factual Topic: Economic Growth 39) Improved transportation in the 1840s and 1850s undermined the trend toward regional specialization. Answer: FALSE Diff: 3 Page Ref: 259 Skill: Interpretive Topic: Economic Growth 40) Most European visitors to the United States in the 1830s considered Americans to be dull-witted and listless. Answer: FALSE Diff: 2 Page Ref: 262 Skill: Interpretive Topic: Economic Growth 41) By the 1830s, all American states had adopted a plan of state-funded public education for children between 5 and 19 years of age. Answer: FALSE Diff: 2 Page Ref: 262-263 Skill: Factual Topic: Economic Growth 42) Unprecedented urban violence raged in American cities prior to the Civil War, fed by racial and immigrant tensions. Answer: TRUE Diff: 2 Page Ref: 280-281 Skill: Factual Topic: Urban Life 43) Mob actions sometimes lasted for days because there was no effective police to stop them. Answer: TRUE Diff: 2 Page Ref: 280-281 Skill: Factual Topic: Urban Life 44) Most black women in urban America held jobs before and after marriage in the mid-1800s. Answer: TRUE Diff: 2 Page Ref: 270 Skill: Factual Topic: Urban Life

45) In five northern states, free blacks could not testify against whites nor sit on juries. Answer: TRUE Diff: 2 Page Ref: 282 Skill: Factual Topic: Urban Life 46) Agriculture and farming represented a small part of the exports and livelihoods of early American people. Answer: FALSE Diff: 2 Page Ref: 282 Skill: Interpretive Topic: Rural Communities 47) Northern farmers started using manure as fertilizer after 1800. Answer: TRUE Diff: 2 Page Ref: 284 Skill: Interpretive Topic: Rural Communities ESSAY 48) Identify and discuss the components that contributed to American economic growth from 1820 to 1860. Answer: The United States had abundant natural resources, an expanding population, government policies designed to foster economic growth, and a pervasive entrepreneurial spirit. Public schools provided a more educated workforce and production was reorganized along industrial lines. An influx of European laborers, capital, and technological ideas also helped shape American development. Most importantly, improved transportation provided cheap and reliable access to distant markets and goods. Diff: 2 Page Ref: 258-273 Skill: Interpretive Topic: Economic Growth 49) Why did the number of European immigrants increase during the 1840s and 1850s? Analyze the impact of these immigrants upon the American economy and society. Answer: A population explosion in Europe and the disruption of industrialization there caused many to seek a new life in America. The Irish became the most numerous group, escaping the potato blight and resultant famine at home. Although providing cheap labor, immigrants contributed to problems of urban congestion, racial tensions, and labor disunity. Diff: 2 Page Ref: 259, 264, 270, 272, 274-275, 281 Skill: Interpretive Topic: Economic Growth 50) Discuss efforts to improve and expand public education in antebellum America. Were schools supported as an agent for or as a defense against change? Answer: Although several states had decided to use tax monies for education by 1800, Massachusetts moved first toward mass education by mandating total state funding in 1827. Reformer Horace Mann pushed for curricular revision and teacher training. Whereas many viewed schools as a means to train more productive and innovative workers, others felt that schools could inculcate the values and virtues of middle-class American society and guard against destabilizing trends of rapid economic change. Diff: 2 Page Ref: 262-263 Skill: Interpretive Topic: Economic Growth 92 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

51) Analyze the “costs” of industrialization for the United States from 1820 to 1860. Answer: Economic expansion was cyclic in nature, marked by periodic panics and depressions, during which times industrialists protected themselves through wage cuts and layoffs. Older paths to economic independence disappeared and many Americans fell victim to “wage slavery.” An increasing concentration of wealth in fewer hands characterized both urban and rural life. Workers failed to organize because of ethnic, racial, religious, and gender divisions. Environmental consequences of industrialization included deforestation, destruction of wildlife, and pollution of air and water. Diff: 3 Page Ref: 262-266 Skill: Interpretive Topic: Economic Growth 52) It is 1834 and, as a single woman of 18, you have decided to work for one year in the textile mills at Lowell, Massachusetts. Write a letter home to your parents, explaining your decision, your working and living conditions, and your plans for the future. Answer: Young women came to Lowell in search of economic and perhaps personal independence. Although mill work paid relatively well, most women considered it merely a temporary commitment before marriage. The work was regimented and exhausting. Life in the company boardinghouse was closely supervised but offered opportunities for leisure and friendship. The women protested wage cuts in 1834, demonstrating their concern about the impact of industrialization upon workers. Diff: 2 Page Ref: 267-268 Skill: Applied Topic: A New England Textile Town 53) Analyze the reasons for the limited success achieved by organized labor in antebellum America. Answer: Industrialization undermined traditional skills and reduced most workers to “wage slaves.” Periodic depression made workers reluctant to endanger jobs through organized protests. Waves of immigration increased the numbers of workers and contributed to a growing cultural and ethnic diversity that compounded workers’ differences. Diff: 2 Page Ref: 269-270 Skill: Interpretive Topic: A New England Textile Town 54) Analyze the antebellum concept of domesticity. Did this outlook advance or restrict women’s rights and “liberation”? Answer: Industrialization changed the family economy and led to the notion that the sexes occupied separate spheres. The proper place for the woman was perceived as the home, where she would serve as the moral and cultural guardian for the family in her roles as wife and mother. This seemingly restrictive view of women later helped prompt women to take on roles in voluntary associations to reshape and reform the broader society. Diff: 2 Page Ref: 277, 280 Skill: Interpretive Topic: Urban Life

55) You are a newspaper reporter assigned to cover the riots of August 1834 in Philadelphia. Write an article explaining the causes and events of the riots as well as offering suggestions as to how such future trouble might be avoided. Answer: The riots stemmed from the frustration of lower-class whites, many of them Irish immigrants, at competition for jobs from free blacks and the squalid conditions of their neighborhoods. The police force was unable to control the rowdiness. Increased city attention to living conditions, education, and police protection might be considered as preventive actions. Diff: 2 Page Ref: 280-282 Skill: Applied Topic: Urban Life 56) Discuss the extent of opportunities available for northern free blacks in antebellum America. Answer: Although opposed to slavery, many northerners did not welcome competition by free blacks for jobs and housing. Nowhere did free blacks enjoy equal political and civil rights or economic and educational opportunities. Those states with greater black populations generally imposed greater restrictions. The fastest-growing western states were committed to white supremacy and black exclusion. Diff: 2 Page Ref: 281-282 Skill: Interpretive Topic: Urban Life 57) Discuss the economic changes that transformed the rural communities of the East and the frontier of the Old Northwest and increasingly knit the two regions together in the two decades preceding the Civil War. Answer: Farming in the East became more “scientific” and commercial. Eastern capital, settlers, and transportation projects opened up the frontier of the Old Northwest, creating an economic as well as cultural link. Farming in the Northwest switched from corn and hog production for southern markets to wheat production for eastern markets. Diff: 2 Page Ref: 282-285 Skill: Interpretive Topic: Rural Communities IDENTIFICATION 58) The last link in the chain of waterways binding New York City to the Great Lakes and the Northwest was the ________, stretching 363 miles between Albany and Buffalo. Answer: Erie Canal Diff: 1 Page Ref: 259 Skill: Factual Topic: Economic Growth 59) In Dartmouth College v. Woodward, the Supreme Court held that a(n) ________ granted by a state could not be modified unless both parties agreed. Answer: charter Diff: 1 Page Ref: 262 Skill: Factual Topic: Economic Growth

60) Among antebellum American inventions were the McCormick ________, the Colt ________, and Goodyear vulcanized ________ products. Answer: harvester; revolver; rubber Diff: 1 Page Ref: 262 Skill: Factual Topic: Economic Growth 61) Farmers in the ________ valley were leaders in adopting scientific farming techniques in the early 1800s. Answer: Delaware River Diff: 2 Page Ref: 284 Skill: Factual Topic: Rural Communities 62) By 1860, almost ________ of the American people lived west of the Appalachian Mountains. Answer: half Diff: 2 Page Ref: 284 Skill: Factual Topic: Rural Communities 63) By 1830, ________, Indiana, and southern Illinois were heavily settled. Answer: Ohio Diff: 2 Page Ref: 284 Skill: Factual Topic: Rural Communities 64) In 1837, Illinois blacksmith ________ developed a new steel plow that rapidly became popular. Answer: John Deere Diff: 2 Page Ref: 286 Skill: Factual Topic: Rural Communities 65) In 1860, ________ percent of the American people lived in cities. Answer: 20 Diff: 2 Page Ref: 272 Skill: Factual Topic: Urban Life

The American People, Concise, 7e (Nash) Chapter 9 Slavery and the Old South MULTIPLE CHOICE 1) The lesson Frederick Douglass learned to survive slavery was to A) endure all suffering in silent dignity. B) understand and outwit his oppressors. C) obey every command of his master or mistress. D) act defiantly at every opportunity. Answer: B Diff: 2 Page Ref: 288-289 Skill: Interpretive Topic: American Stories 2) The most recent historical interpretations of slavery have viewed the institution A) through life in the slave quarters. B) through the interactions of masters and slaves. C) as relatively humane and paternalistic. D) as uniformly cruel and oppressive. Answer: A Diff: 2 Page Ref: 289 Skill: Interpretive Topic: Building a Diverse Cotton Kingdom 3) Between 1815 and 1860, southern production of cotton A) represented more than half of all American exports. B) harmed the interests of northern merchants and western farmers. C) contributed to a steady decline in the region’s per capita income. D) surpassed the corn crop in terms of total acreage. Answer: A Diff: 2 Page Ref: 324 Skill: Interpretive Topic: Building a Diverse Cotton Kingdom 4) Compared to the United States, slavery in Latin America A) encouraged slave marriages and families more. B) was more benign. C) was just as harsh. D) ended much earlier. Answer: C Diff: 1 Page Ref: 292 Skill: Interpretive Topic: Building a Diverse Cotton Kingdom

5) Which of the following nations practiced slavery in Latin America and the West Indies? A) England B) Spain C) France D) All of the above. Answer: D Diff: 2 Page Ref: 291 Skill: Factual Topic: Building a Diverse Cotton Kingdom 6) All of the following describe the historical development of sugar within the Latin American system of slavery EXCEPT: A) Its output doubled at the beginning of the 1800s. B) Slaves were indispensable to the growth of sugar in the Caribbean and Brazil. C) Sugar was to Latin America what cotton was to the American South. D) European demand for sugar declined over time before 1860. Answer: D Diff: 2 Page Ref: 292 Skill: Interpretive Topic: Building a Diverse Cotton Kingdom 7) In which of the following industries did slaves work in Central and South America? A) cacao B) coca C) cotton D) All of the above. Answer: D Diff: 2 Page Ref: 325 Skill: Interpretive Topic: Building a Diverse Cotton Kingdom 8) Southerners migrated southwestward in huge numbers between 1830 and 1860, seeking new lands for the A) diversification of agriculture. B) cultivation of tobacco. C) production of cotton. D) development of industry. Answer: C Diff: 1 Page Ref: 293 Skill: Factual Topic: Building a Diverse Cotton Kingdom 9) Laws to control the domestic slave trade were A) enacted by Congress in 1808. B) poorly enforced. C) passed to protect slave families. D) regulated by the British navy. Answer: B Diff: 2 Page Ref: 293 Skill: Interpretive Topic: Building a Diverse Cotton Kingdom 97 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

10) The majority of slaves were engaged in A) agricultural labor. B) industrial tasks. C) mining operations. D) domestic service. Answer: A Diff: 1 Page Ref: 295 Skill: Factual Topic: The Missouri Compromise 11) The Tredegar Iron Company of Richmond decided in 1847 to shift from white to slave labor to A) destroy the potential power of organized white workers to strike. B) reduce the costs of labor and capital investments. C) offer slaves useful skills for their later lives as free blacks. D) expand the pool of slave laborers for industrial enterprises. Answer: A Diff: 3 Page Ref: 295 Skill: Interpretive Topic: The Missouri Compromise 12) White artisans in the South viewed black workers as A) fellow workers. B) no real competition. C) threats to their livelihoods. D) valuable assets. Answer: C Diff: 3 Page Ref: 295 Skill: Interpretive Topic: The Missouri Compromise 13) Slavery inhibited the economic growth of the South because of the slaveholders’ A) low profit yields. B) high maintenance costs. C) undiversified capital investments. D) unstable cotton prices. Answer: C Diff: 3 Page Ref: 295 Skill: Interpretive Topic: The Missouri Compromise 14) The typical slaveholder owned A) fewer than 10 slaves. B) more than 20 slaves. C) between 10 and 15 slaves. D) only one or two slaves. Answer: A Diff: 3 Page Ref: 296 Skill: Interpretive Topic: The Missouri Compromise

15) Most whites in the antebellum South A) regarded slaveholding as a path to upward economic mobility. B) avoided the social stigma of slaveholding. C) held fewer than 10 slaves by 1860. D) resented the political influence of white slaveholders. Answer: A Diff: 2 Page Ref: 296 Skill: Interpretive Topic: The Missouri Compromise 16) The yeoman farmers of the South A) lived in the Appalachian Mountains. B) were fiercely proud of their independence. C) owned very few slaves. D) formed a small portion of the population. Answer: B Diff: 2 Page Ref: 297 Skill: Interpretive Topic: The Missouri Compromise 17) For South Carolinian Robert Francis Allston, a “plain, honest, common-sense reading of the Constitution” meant the A) legitimacy of abolitionism. B) constitutionality of slavery. C) support of the United States Bank. D) disapproval of nullification. Answer: B Diff: 2 Page Ref: 300 Skill: Interpretive Topic: Morning: Master and Mistress in the Big House 18) Robert Francis Allston’s chief concern as a slaveholder was to guard against his slaves’ A) disobedience. B) escape. C) sickness and death. D) education. Answer: C Diff: 2 Page Ref: 300 Skill: Interpretive Topic: Morning: Master and Mistress in the Big House 19) For southern white women, Mary Boykin Chestnut regarded “the sorest spot” of slavery as the A) excessive cruelty of the overseers. B) social isolation and loneliness. C) obligation to feed, clothe, and nurse additional children. D) double standard of plantation sexuality. Answer: D Diff: 2 Page Ref: 301 Skill: Interpretive Topic: Morning: Master and Mistress in the Big House

20) Prior to 1830, southerners generally defended slavery as a(n) A) historical inevitability. B) positive good. C) necessary evil. D) biblical injunction. Answer: C Diff: 2 Page Ref: 301 Skill: Interpretive Topic: Morning: Master and Mistress in the Big House 21) Sociologist George Fitzhugh argued that southern black slaves A) received better treatment than northern factory workers. B) should be gradually amalgamated with the white race. C) did not need the paternal guidance of white masters. D) deserved gradual emancipation and limited economic opportunities. Answer: A Diff: 3 Page Ref: 302-303 Skill: Interpretive Topic: Morning: Master and Mistress in the Big House 22) Wealthy southern planters justified slavery in terms of white superiority because such a defense A) reflected their blind racism. B) coincided with the main ideological directions of the time. C) deflected potential class antagonisms among whites. D) emphasized the profitability of the institution. Answer: C Diff: 3 Page Ref: 303 Skill: Interpretive Topic: Morning: Master and Mistress in the Big House 23) House slaves, in contrast to field slaves, had A) less food to eat. B) a specific task to complete daily. C) more difficult assignments. D) less privacy. Answer: D Diff: 2 Page Ref: 304 Skill: Interpretive Topic: Noon: Slaves in House and Fields 24) Following the convergence of Nat Turner’s revolt and William Lloyd Garrison’s publication of the abolitionist Liberator in 1831, A) laws protecting slaves from overly severe treatment were repealed. B) the material conditions for slaves worsened. C) state laws prohibiting manumission were passed in the South. D) the slaves’ expectations of freedom were heightened. Answer: C Diff: 3 Page Ref: 306 Skill: Interpretive Topic: Noon: Slaves in House and Fields

25) Many slaveholders urged their slaves to attend church because it A) improved the intelligence and morals of the slaves. B) offered the slaveholder a form of social control. C) enhanced the slaveholder’s reputation and social standing. D) allowed slaves an opportunity for singing and dancing. Answer: B Diff: 3 Page Ref: 308 Skill: Interpretive Topic: Night: Slaves in Their Quarters 26) Slave spirituals reiterated one basic Christian theme: A) servants, obey your masters. B) if someone slaps you, turn the other cheek. C) a chosen people were held captive but would be delivered. D) do unto others as you would have them do unto you. Answer: C Diff: 2 Page Ref: 309 Skill: Interpretive Topic: Night: Slaves in Their Quarters 27) The slave conspiracies of Gabriel in 1800 and Vesey in 1822 were both thwarted by A) random killing of innocent blacks. B) mass executions of the leaders. C) internal betrayal by fellow slaves. D) white discovery of the plots. Answer: C Diff: 2 Page Ref: 314 Skill: Factual Topic: Resistance and Freedom 28) The free black population of the United States increased from 1820 to 1860 because of all of the following reasons EXCEPT the A) successful escapes of slaves from the South. B) continuing immigration of blacks from Africa. C) natural increase of the free black population. D) results of personal purchases and manumissions. Answer: B Diff: 2 Page Ref: 315 Skill: Interpretive Topic: Resistance and Freedom 29) Free African Americans were likely to A) have fewer skills than slaves. B) be younger and more aggressive. C) live near dense plantation centers. D) reside in cities and towns. Answer: D Diff: 2 Page Ref: 316 Skill: Interpretive Topic: Resistance and Freedom

30) All of the following describe the lives of free southern blacks EXCEPT: A) One-third of the population lived in cities or towns. B) Whites feared them due to slave revolts. C) Many lived in rural areas. D) They owned substantial amounts of property. Answer: D Diff: 2 Page Ref: 316 Skill: Interpretive Topic: Resistance and Freedom 31) Which of the following southern cities had large free black communities? A) Baltimore B) Charleston C) New Orleans D) All of the above. Answer: D Diff: 2 Page Ref: 316 Skill: Factual Topic: Resistance and Freedom 32) In what geographical areas did urban whites attempt to restrict free black mobility? A) grogshops B) gambling halls C) brothels D) All of the above. Answer: D Diff: 2 Page Ref: 318 Skill: Interpretive Topic: Resistance and Freedom 33) All of the following describe the historical development of the free black church EXCEPT the A) number of free black churches increased over time. B) number of religious denominations increased over time. C) church was the key institution that helped free blacks adjust to racism. D) free black church did not reach out to slaves. Answer: D Diff: 2 Page Ref: 318-319 Skill: Interpretive Topic: Resistance and Freedom 34) How did the church impact the free black community? A) It provided spiritual solace. B) It set community standards. C) It offered recreational opportunities. D) All of the above. Answer: D Diff: 2 Page Ref: 320 Skill: Interpretive Topic: Resistance and Freedom

35) All of the following statements characterize the life of Rev. J.C. Pennington EXCEPT: A) He led slave revolts. B) He attended lectures at Yale Divinity School. C) He was licensed to preach in 1838. D) he headed prominent black churches and started schools. Answer: A Diff: 2 Page Ref: 320 Skill: Interpretive Topic: Resistance and Freedom 36) Which of the following groups of blacks did NOT compose the Catholic population of Baltimore and New Orleans? A) former slaves B) abolitionists from Boston C) Haitian refugees D) new converts Answer: B Diff: 2 Page Ref: 319 Skill: Interpretive Topic: Resistance and Freedom TRUE/FALSE 37) Large-plantation agriculture was a dominant force in the antebellum South, but most southern whites were not even slaveholders, much less large planters. Answer: TRUE Diff: 1 Page Ref: 296 Skill: Factual Topic: The Missouri Compromise 38) If the South had become an independent nation in 1860, it would have ranked as one of the wealthiest countries in the world in terms of per capita income. Answer: TRUE Diff: 3 Page Ref: 291 Skill: Factual Topic: Building a Diverse Cotton Kingdom 39) After the congressional ban on the importation of slaves, the slave population in the United States steadily declined from 1808 to 1860. Answer: FALSE Diff: 2 Page Ref: 292 Skill: Factual Topic: Building a Diverse Cotton Kingdom 40) Poor whites stayed poor because they developed a culture that opposed the middle-class work ethic. Answer: FALSE Diff: 2 Page Ref: 299 Skill: Interpretive Topic: The Missouri Compromise

41) By the 1830s, southerners became increasingly defensive concerning the institution of slavery, no longer claiming it as a “necessary evil,” but defending it as a “positive good.” Answer: FALSE Diff: 2 Page Ref: 301 Skill: Interpretive Topic: Morning: Master and Slave in the Big House 42) Between 1820 and 1860, the number of free blacks doubled in the United States. Answer: TRUE Diff: 2 Page Ref: 315 Skill: Factual Topic: Resistance and Freedom 43) Most free blacks lived in the Upper South. Answer: TRUE Diff: 2 Page Ref: 316 Skill: Factual Topic: Resistance and Freedom 44) As sugar production increased in Latin America, the average working life for slaves in the fields dropped from 15 to 7 years. Answer: TRUE Diff: 2 Page Ref: 292 Skill: Factual Topic: Building a Diverse Cotton Kingdom 45) Brazil’s slave population reached over 15 million by 1860. Answer: FALSE Diff: 2 Page Ref: 292 Skill: Factual Topic: Building a Diverse Cotton Kingdom 46) Slave cabins were crowded, usually housing more than one family. Answer: TRUE Diff: 2 Page Ref: 304 Skill: Factual Topic: Noon: Slaves in House and Fields 47) Slaves lived in poor material conditions, were whipped frequently, and suffered constant health problems. Answer: TRUE Diff: 2 Page Ref: 304-305 Skill: Factual Topic: Noon: Slaves in House and Fields 48) Black slave women were not expected to work in the fields and complete as much labor as enslaved men. Answer: FALSE Diff: 2 Page Ref: 307 Skill: Factual Topic: Noon: Slavery in House and Fields 104 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

49) Discuss the causes and results of economic expansion in the South from 1820 to 1860. Answer: Leaving worn-out eastern lands, southerners extended cotton cultivation and slavery westward. Cotton remained “king” in the South due to a steady growth in world demand, availability of new lands, a self-reproducing supply of cheap slave labor, and low-cost steamboat transportation on the Mississippi River. The economy was healthy but undiversified, and wealth was concentrated in the hands of large planters. Diff: 2 Page Ref: 290-291 Skill: Interpretive Topic: Building a Diverse Cotton Kingdom 50) Was slavery a “profitable” institution for the South? Explain why or why not. Answer: Slaves were used as workers in all types of economic enterprises, but overwhelmingly in cash crop agriculture. A slave generally proved to be a profitable investment for a slaveholder in terms of profit and cost calculations. Most southerners, however, were not slaveholders. The heavy capital investment in land and labor blocked the diversification of agriculture, the development of industry, and improvements in the transportation system, thus limiting overall economic opportunities. Diff: 2 Page Ref: 295 Skill: Interpretive Topic: The Missouri Compromise 51) Since the vast majority of southern whites owned few or no slaves, why did they support the “peculiar institution”? Answer: Slavery as an institution served social as well as economic purposes. Slaveholding represented a path for some and a hope for many of upward economic mobility, social prestige, and political influence. The institution also offered poor whites a sense of superiority over at least one group and a sense of kinship, if not quite equality, with wealthier whites. Diff: 2 Page Ref: 297-298 Skill: Interpretive Topic: The Missouri Compromise 52) Increasingly attacked as immoral, southerners felt compelled to justify the institution of slavery. How and why did their defense of slavery change during the antebellum era? Answer: Prior to the 1830s, southerners accepted slavery as a “necessary evil” and even made limited moves to eradicate the problem, primarily through manumission and colonization efforts. After the abolitionists stepped up their attacks, however, southern justification shifted toward defending slavery as a “positive good,” using biblical, historical, constitutional, scientific, and sociological grounds for argument. Such justifications emphasized racism to avoid potential class antagonisms among whites. Diff: 2 Page Ref: 301-302 Skill: Interpretive Topic: The Missouri Compromise 53) You are a slave field hand in Louisiana during the 1840s. Your wife and daughter are house servants on the same large plantation. Describe your family’s health, security, and typical workday. Answer: Although conditions for slaves varied widely, the daily work schedule for most was long and demanding. House servants generally faced lighter tasks but enjoyed less privacy. Hard work, epidemic diseases, and poor diets contributed to poor health. As both persons and property, slaves suffered from a legal ambiguity with little official protection of rights. Although slaveholders had both moral and economic reasons to maintain slave families, they were often separated. Diff: 2 Page Ref: 301-308 Skill: Applied Topic: Noon: Slavery in House and Fields 105 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

54) However burdensome their lives from sunup to sundown, after work slaves established a sense of self-worth and community. Discuss the factors that made this possible. Answer: In family life, religion, and music, slaves both described their experiences and sought release from hardship. Slave spirituals illustrated both the communal religious experience and the Christian themes of suffering and redemption. Slave parents served as protectors, providers, comforters, transmitters of culture, and role models for their children. Diff: 2 Page Ref: 308-312 Skill: Interpretive Topic: Night: Slaves in their Quarters 55) Analyze the various forms and results of black protest against slavery. Answer: Slaves engaged in various day-to-day acts of resistance, such as feigning illness and misplacing or breaking tools. Ultimately, slaves might have run away, sometimes receiving help from sympathetic abolitionists. Organized slave revolts were rare in the United States because of the limited chances for success and the severity of reprisals. Diff: 2 Page Ref: 312-314 Skill: Interpretive Topic: Resistance and Freedom 56) Not all southern blacks were slaves, but even for free blacks, freedom seldom meant equality. How and why were free blacks denied equality in the South from 1820 to 1860? Answer: Free blacks in the South faced economic, civil, and social restrictions. Southern state laws seriously limited their mobility, rights, and opportunities. If granted equality, free blacks would have offered competition to whites and certainly would have set a “bad example” in raising the hopes and expectations of black slaves. Diff: 2 Page Ref: 314-320 Skill: Interpretive Topic: Resistance and Freedom IDENTIFICATION 57) Perhaps no issue in American history has generated quite as much controversy or as many interpretations as ________, the “peculiar institution.” Answer: slavery Diff: 1 Page Ref: 288-290 Skill: Factual Topic: American Stories 58) The Lower South, or ________, stretched from South Carolina to Texas. Answer: black belt Diff: 1 Page Ref: 290 Skill: Interpretive Topic: Building a Diverse Cotton Kingdom 59) The largest slave population in the world—one million in 1800—was in ________. Answer: Brazil Diff: 1 Page Ref: 292 Skill: Factual Topic: Building a Diverse Cotton Kingdom

60) Paralleling the growth of the southern economy and its dependence on the slave labor system, the number of slaves in the United States rapidly increased from 1.5 million in 1820 to ________ million in 1860. Answer: 4 Diff: 2 Page Ref: 294 Skill: Factual Topic: Building a Diverse Cotton Kingdom 61) The ________ church grew enormously in the two decades before the Civil War. Answer: African Methodist Episcopal Diff: 2 Page Ref: 300 Skill: Factual Topic: Morning: Master and Mistress in the Big House 62) Black women from the Catholic order of the Sisters of the ________ started schools and ministered to the old and infirm among the free black community. Answer: Holy Family Diff: 2 Page Ref: 319 Skill: Factual Topic: Resistance and Freedom 63) The island of ________, by 1840, was the world’s largest producer of sugarcane. Answer: Cuba Diff: 2 Page Ref: 292 Skill: Factual Topic: Building a Diverse Cotton Kingdom 64) The last Latin American countries to abolish slavery were Cuba and ________. Answer: Brazil Diff: 2 Page Ref: 292-293 Skill: Factual Topic: Building a Diverse Cotton Kingdom 65) The ________ of American slaves was 21.4 years in 1850. Answer: life expectancy Diff: 2 Page Ref: 305 Skill: Factual Noon: Slaves in House and Fields

The American People, Concise, 7e (Nash) Chapter 10 Shaping America in the Antebellum Age MULTIPLE CHOICE 1) Revivalism shifted to A) the Deep South. B) New York and the Old Northwest. C) rural areas. D) New England and frontier areas. Answer: B Diff: 1 Page Ref: 324 Skill: Factual Topic: Religious Revival and Reform Philosophy 2) Preachers of the Second Great Awakening such as Charles Finney emphasized A) atonement. B) emotion. C) doctrine. D) original sin. Answer: B Diff: 1 Page Ref: 324-325 Skill: Interpretive Topic: Religious Revival and Reform Philosophy 3) Which one of the following was NOT one of Finney’s beliefs? A) eradication of sin from the world B) conversion as end of religious experience C) individual reformation D) reformation of society Answer: B Diff: 2 Page Ref: 325 Skill: Interpretive Topic: Religious Revival and Reform Philosophy 4) Essayist Ralph Waldo Emerson urged Americans to A) conform to the dictates of social judgment. B) look inward for knowledge and self-reliance. C) avoid useless crusades for social reform. D) civilize and tame the wildness of nature. Answer: B Diff: 2 Page Ref: 325-326 Skill: Interpretive Topic: Religious Revival and Reform Philosophy

5) Elected president in 1828, Andrew Jackson A) won a resounding majority of popular ballots. B) condoned the increasing attacks on slavery. C) favored a significant redistribution of wealth. D) purged from government all political appointees. Answer: A Diff: 2 Page Ref: 326-327 Skill: Factual Topic: The Political Response to Change 6) Political parties of the early nineteenth century A) attempted to rise above popular emotions and ethnic prejudices. B) depended upon the deference of ordinary voters to their “betters.” C) stemmed from elite coalitions tied by family and friendship. D) aimed at widespread voter organization and participation. Answer: D Diff: 2 Page Ref: 327 Skill: Interpretive Topic: The Political Response to Change 7) Andrew Jackson’s early national reputation stemmed mainly from his A) political support for John Quincy Adams. B) military exploits against Native Americans and the British. C) crusades on behalf of Native Americans. D) diplomacy with the Spanish over problems in Florida. Answer: B Diff: 1 Page Ref: 328 Skill: Factual Topic: The Political Response to Change 8) The campaign between Andrew Jackson and John Quincy Adams in 1828 A) failed to attract significant public interest. B) degenerated into a nasty but entertaining contest. C) exposed Jackson’s lack of an effective political organization. D) presented thoughtful discussion of controversial issues. Answer: B Diff: 2 Page Ref: 329 Skill: Interpretive Topic: The Political Response to Change 9) One of Andrew Jackson’s key principles included the A) defense of the interests of the monied aristocracy. B) expanded powers of the national government. C) importance of majority rule. D) equality of whites and blacks. Answer: C Diff: 2 Page Ref: 330 Skill: Interpretive Topic: The Political Response to Change

10) As president, Andrew Jackson A) asserted his power most dramatically through use of the veto. B) favored significant increases in the levels of protective tariffs. C) engaged in wholesale replacement of officeholders with his own supporters. D) supported national funding for all internal improvement projects. Answer: A Diff: 2 Page Ref: 330 Skill: Interpretive Topic: The Political Response to Change 11) Southerners opposed high protective tariff rates because they feared resultant A) development of southern industry. B) opening of new western lands. C) increased prices for manufactured goods. D) Native American attack. Answer: C Diff: 2 Page Ref: 330 Skill: Interpretive Topic: The Political Response to Change 12) In his Exposition and Protest, John Calhoun argued that a state has the power to A) impeach the president. B) raise a volunteer army. C) set its own tariff rates. D) nullify an unconstitutional federal law. E) leave the Union. Answer: D Diff: 1 Page Ref: 331 Skill: Factual Topic: The Political Response to Change 13) During the 1830s, the Cherokee Indians A) suffered hardships and death in a forced removal to Oklahoma. B) defied a Supreme Court ruling in their attempt to avoid deportation. C) laid siege to the federal capital. D) lost tribal lands as a result of their defeat at Horseshoe Bend. Answer: A Diff: 2 Page Ref: 332 Skill: Interpretive Topic: The Political Response to Change 14) Which of the following groups would have been MOST likely to favor recharter of the Second Bank of the United States? A) Native Americans B) state bankers needing credit C) southern and western farmers D) New York state bankers Answer: B Diff: 3 Page Ref: 335 Skill: Interpretive Topic: The Political Response to Change 110 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

15) Andrew Jackson argued that the national bank A) represented an example of special privilege that hurt the common man. B) restrained state banks from making unwise loans. C) should be managed by Europe. D) played a responsible role in promoting economic expansion. Answer: A Diff: 2 Page Ref: 335 Skill: Interpretive Topic: The Political Response to Change 16) As a result of Jackson’s Specie Circular of 1836, A) Martin Van Buren was elected president of the United States. B) investors panicked in a rush to convert assets into cash. C) the bank immediately closed. D) a wave of reckless investments created an inflationary spiral. E) the government accepted bank notes in payment for public lands. Answer: B Diff: 3 Page Ref: 336 Skill: Interpretive Topic: The Political Response to Change 17) During the depression of the late 1830s, the A) prices of flour, pork, and coal were cut in half. B) slave population of the northern states revolted. C) trade union movement steadily grew stronger. D) wages of workers fell by 30 to 50 percent within two years. Answer: D Diff: 2 Page Ref: 336 Skill: Interpretive Topic: The Political Response to Change 18) According to the Democrats of the 1830s, the government should A) actively promote policies of economic development. B) allow Americans freedom to follow their individual interests. C) change moral behavior and eradicate sin. D) support a system of general public education. Answer: B Diff: 2 Page Ref: 337 Skill: Interpretive Topic: The Political Response to Change 19) In the election of 1840, the Whigs A) set a standard for restrained issue-oriented campaigning. B) failed to attract much voter interest. C) featured new flamboyant electioneering styles and techniques. D) focused attention on serious issues facing the nation. Answer: C Diff: 3 Page Ref: 337-338 Skill: Interpretive Topic: The Political Response to Change 111 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

20) All of the following factors contributed to a reform impulse in the United States during the 1830s EXCEPT the A) activist tendencies in Whig political ideology. B) Puritan idea of American mission. C) anxiety over profound economic and social changes. D) belief in human depravity. Answer: D Diff: 3 Page Ref: 338-339 Skill: Interpretive Topic: Perfectionist Reform and Utopianism 21) For members of his “perfectionist” community at Oneida, John Humphrey Noyes advocated A) Christian commitment. B) communal child rearing. C) agricultural enterprise. D) absolute chastity. Answer: B Diff: 2 Page Ref: 340 Skill: Factual Topic: Perfectionist Reform and Utopianism 22) Whether secular or religious, the utopian communities of the antebellum era failed for all of the following reasons EXCEPT the A) stress on the individualistic impulses of human nature. B) recurring problems of unstable leadership. C) financial bickering. D) waning of enthusiasm after initial settlement. Answer: A Diff: 3 Page Ref: 341-342 Skill: Interpretive Topic: Perfectionist Reform and Utopianism 23) Utopian leader William Miller lost credibility by his A) indiscriminate admission of new members to his sect. B) extramarital affairs. C) frequent absences and financial mismanagement of his settlement. D) failure to predict accurately the Second Coming of Christ. Answer: D Diff: 2 Page Ref: 342, 346 Skill: Interpretive Topic: Perfectionist Reform and Utopianism 24) The Mormons faced public hostility because of A)rumors of unorthodox sexual practices. B) prejudice against immigrants. C) their passive religious activities. D)All of the above. . Answer: D Diff: 2 Page Ref: 342, 346 Skill: Interpretive 112 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Topic: Perfectionist Reform and Utopianism

25) During the 1840s, temperance advocates A) argued that alcoholism reflected moral failure. B) lobbied for passage of local option laws. C) copied successful revival techniques. D) rioted in the streets. Answer: B Diff: 2 Page Ref: 347 Skill: Interpretive Topic: Reforming Society 26) Antebellum Americans joined the temperance crusade, as they did other reform societies, largely to A) avoid public suspicion of their own beliefs and behavior. B) circumvent intrusions of the government. C) seek relief from loneliness and uncertainty. D) escape the pressures of middle-class values. Answer: C Diff: 3 Page Ref: 347 Skill: Interpretive Topic: Reforming Society 27) Some of the many health reform techniques of the era included A) hydropathy. B) hypnotism. C) phrenology. D) All of the above. Answer: D Diff: 2 Page Ref: 348-349 Skill: Factual Topic: Reforming Society 28) All of the following are true statements regarding Sylvester Graham EXCEPT: A) He invented the graham cracker. B) He gave lectures on chastity C) He was a Catholic preacher. D) He recommended cold baths and exercise for those troubled with sexual desire. Answer: C Diff: 2 Page Ref: 348-349 Skill: Factual Topic: Reforming Society

29) What institutions did some Americans attempt to reform? A) schools B) asylums C) prisons D) All of the above. Answer: D Diff: 2 Page Ref: 349 Skill: Factual Topic: Reforming Society 30) Which of the following groups of social outcasts did colonial families and communities take care of? A) orphans B) the insane C) paupers D) All of the above. Answer: D Diff: 2 Page Ref: 349 Skill: Factual Topic: Reforming Society 31) All of the following describe the essence of prison reform in the antebellum era EXCEPT A) tiny cells. B) small workrooms. C) isolation cells. D) work release to go home each night. Answer: D Diff: 2 Page Ref: 349 Skill: Factual Topic: Reforming Society 32) What did workingmen’s parties advocate during the antebellum era? A) free schools B) tax-supported education C) free public lands in the West D) all of the above. Answer: D Diff: 2 Page Ref: 350 Skill: Factual Topic: Reforming Society 33) What did trade unions advocate? A) shorter hours B) higher wages C) better working conditions D) All of the above. Answer: D Diff: 2 Page Ref: 350 Skill: Factual Topic: Reforming Society

34) Which of the following individuals was not an abolitionist? A) Frederick Douglass B) Wendell Phillips C) John C. Calhoun D) Henry Garnet Answer: C Diff: 2 Page Ref: 350-351 Skill: Factual Topic: Abolitionism and Women’s Rights 35) Which of the following women was a free African American who lectured and wrote about slavery? A) Sojourner Truth B) Elizabeth Cady Stanton C) Sarah Grimke D) Angelina Grimke Answer: A Diff: 2 Page Ref: 353 Skill: Interpretive Topic: Abolitionism and Women’s Rights 36) All of the following describe the life and work of Abbey Kelly EXCEPT: A) She was a Quaker teacher in Massachusetts. B) She came to reform through religious conviction. C) She became an antislavery advocate, or abolitionist. D) she led slave rebellion in the South. Answer: D Diff: 2 Page Ref: 355 Skill: Interpretive Topic: Abolitionism and Women’s Rights TRUE/FALSE 37) Religious enthusiasm and commitment were the means by which some Americans of the 1830s found certainty and reassurance in a fast-changing world. Answer: TRUE Diff: 1 Page Ref: 324 Skill: Interpretive Topic: Religious Revival and Reform Philosophy 38) Throughout the 1830s and 1840s, politics was primarily the business of the social and economic elite. Answer: FALSE Diff: 1 Page Ref: 326 Skill: Interpretive Topic: The Political Response to Change 39) Upon passage of a compromise tariff in 1833, South Carolina agreed that states do not have the powers of nullification or secession. Answer: FALSE Diff: 1 Page Ref: 331-332 Skill: Factual Topic: The Political Response to Change 116 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

40) The cost of moving the Cherokee Indians, which totaled $6 million, was deducted from the $9 million awarded the tribe for their eastern lands, and of the 15,000 who set out, perhaps a quarter died. Answer: TRUE Diff: 2 Page Ref: 333 Skill: Factual Topic: The Political Response to Change 41) International trade problems probably contributed more to the Panic of 1837 and the subsequent depression than Jackson’s policies. Answer: TRUE Diff: 3 Page Ref: 336 Skill: Interpretive Topic: The Political Response to Change 42) Democrats tended to be more moralistic than Whigs, viewing politics as an appropriate arena for cleansing society of sin. Answer: FALSE Diff: 2 Page Ref: 337 Skill: Factual Topic: The Political Response to Change 43) Many prison inmates went mad or committed suicide stemming from reforms that included tiny cells and solitary confinement in the mid-1800s. Answer: TRUE Diff: 2 Page Ref: 349 Skill: Factual Topic: Reforming Society 44) Between 1828 and 1832, dozens of workingmen’s parties arose in the United States. Answer: TRUE Diff: 2 Page Ref: 350 Skill: Factual Topic: Reforming Society 45) Between 1834 and 1836, American workers struck some 168 times. Answer: TRUE Diff: 2 Page Ref: 350 Skill: Factual Topic: Reforming Society 46) The American Colonization Society was founded in 1856 but settled no blacks in Africa. Answer: FALSE Diff: 2 Page Ref: 351 Skill: Factual Topic: Abolitionism and Women’s Rights

47) In 1837, Theodore Weld published American Slavery as It Is, a major criticism of the institution. Answer: TRUE Diff: 2 Page Ref: 352 Skill: Factual Topic: Abolitionism and Women’s Rights 48) In 1829 a northern free black man named Nat Turner published a pamphlet that called for slave rebellion. Answer: FALSE Diff: 2 Page Ref: 352 Skill: Factual Topic: Abolitionism and Women’s Rights 49) In 1850 at its annual meeting, the American Antislavery party split into opposing factions. Answer: FALSE Diff: 2 Page Ref: 352 Skill: Factual Topic: Abolitionism and Women’s Rights ESSAY 50) Imagine yourself a middle-class resident of Rochester, New York. What might you have witnessed and felt? Answer: As a resident of Rochester, you would have lived in the midst of the religious enthusiasm known as the Second Great Awakening. You likely heard Charles Finney’s emotional sermons and learned that you were a moral free agent who could choose good over evil. Diff: 2 Page Ref: 324-325 Skill: Interpretive Topic: Religious Revival and Reform Philosophy 51) Discuss the change in American political culture from the 1820s to the 1840s. Contrast the election of 1828 with the election of 1840. Answer: The removal of voting restrictions for white adult males led to a democratization of politics in the 1820s. A competitive party system featured conventions, rallies, and parades to encourage political participation and identification. Styling himself as the people’s candidate in 1828, Andrew Jackson derided the Adams administration as corrupt and aristocratic. Ironically, the Whigs turned the tables in 1840 by “out-Jacksoning” the Democrats in appealing to the “common man.” Diff: 2 Page Ref: 326-338 Skill: Interpretive Topic: The Political Response to Change 52) Evaluate the strengths and weaknesses of Andrew Jackson as president. Answer: Andrew Jackson was an effective and vigorous president, acting upon a few key convictions: the principle of majority rule, the limited power of the national government, and its obligation to defend the interests of the common man. He scored a notable success in ending the nullification crisis and achieving tariff reform. While justifying his actions by popular appeals, his banking policies contributed to later instability and his removal policies led to suffering and hardships for Native Americans. Diff: 2 Page Ref: 328-336 Skill: Interpretive Topic: The Political Response to Change

53) Analyze the emergence and operation of the second American party system. If you had lived in the 1840s, would you have been a Democrat or a Whig? Explain why. Answer: A new two-party system emerged amid the conflicts of Jackson’s presidency and mirrored the growing diversity of a changing nation. The Democrats espoused liberty and local rule. They favored a laissez-faire government in terms of both economic and cultural affairs. By contrast, the Whigs viewed government as a proper agency for both economic development and moral regeneration. Diff: 2 Page Ref: 330-336 Skill: Interpretive Topic: The Political Response to Change 54) Discuss the roots of the reform era in antebellum America, the types of reform pursued, and the motivations of the reformers. Answer: The impulse to reform in the 1830s had many causes: religious, philosophical, literary, economic, and psychological. Reform efforts included creation of utopian communities, temperance, improving health, humanizing asylums and prisons, women’s rights, and the abolition of slavery. In various reform societies, Americans found jobs, purpose, spouses, and relief from the uncertainty of a changing world. Diff: 3 Page Ref: 338-357 Skill: Interpretive Topic: Perfectionist Reform and Utopianism 55) Analyze the types of problems faced by a reformer in challenging the status quo. Answer: A reformer must decide upon “proper” goals and tactics: e.g., should one attempt to change attitudes or behavior first; fight for piecemeal or wholesale reform; use forceful or peaceful tactics? Further, a reformer must be prepared to face enormous pressures, recriminations, and outright economic or physical attacks from those (usually in the majority) who resist change. Diff: 3 Page Ref: 340-342 Skill: Interpretive Topic: Perfectionist Reform and Utopianism 56) Discuss the various attempts at establishing utopian communities in antebellum America. Whether secular or religious, they all failed for similar reasons. Explain. Answer: Utopian communities seemingly offered alternatives to a world characterized by factories, foreigners, flawed morals, and greedy entrepreneurship. Americans seemed too individualistic, ill-suited for communal living and work responsibilities. Other recurring problems included unstable leadership, financial bickering, public hostility, and waning enthusiasm after initial settlement. Diff: 2 Page Ref: 340-342, 346 Skill: Interpretive Topic: Perfectionist Reform and Utopianism 57) Analyze the tensions that existed within the movement to abolish slavery. Answer: The abolitionists split into factions over ideological differences between colonizationists, gradualists, and immediatists. They also differed over the tactics of ending slavery: moral suasion, political action, or advocacy of violence. Class differences and race further divided abolitionists as well as the question of women’s roles within the movement. Diff: 2 Page Ref: 351-355 Skill: Interpretive Topic: Abolitionism and Women’s Rights

58) Despite factionalism and general public hostility, the antislavery movement in America gained significant strength by the 1840s. Explain why. Answer: Despite differences, abolitionists agreed more than they disagreed and generally worked together. The public hostility to abolitionists was extreme, resulting in mob attacks, censorship of the mails in the South, and even passage of a “gag rule” to stop discussion of antislavery petitions in Congress. Such attacks and restrictions elicited sympathy for the protection and rights of the abolitionists and kept the issue in the public eye. Diff: 2 Page Ref: 353-355 Skill: Interpretive Topic: Abolitionism and Women’s Rights 59) Discuss the beginnings of the women’s rights movement in antebellum America. Answer: As the expected moral guardians of society, women joined various reform organizations, especially those to abolish slavery. They gained valuable experiences in organizational tactics and a growing awareness of the similarities between the oppression of women and that of slaves. In 1848, Elizabeth Cady Stanton and Lucretia Mott organized a convention in Seneca Falls, New York, to offer a declaration of women’s rights, especially the “sacred right to the elective franchise.” Diff: 2 Page Ref: 355-357 Skill: Interpretive Topic: Abolitionism and Women’s Rights IDENTIFICATION 60) As a result of the Second Great Awakening, the ________ church became the largest denomination in the United States by 1844, with over a million members. Answer: Methodist Diff: 2 Page Ref: 325 Skill: Factual Topic: Religious Revival and Reform Philosophy 61) Protesting against slavery and the Mexican War, ________ refused to pay his taxes, went to jail briefly, and wrote the classic essay “On Civil Disobedience” (1849). Answer: Henry David Thoreau Diff: 2 Page Ref: 326 Skill: Factual Topic: Religious Revival and Reform Philosophy 62) In his famous essay Exposition and Protest, John Calhoun presented the doctrine of ________, by which southern states could protect themselves from harmful national action. Answer: nullification Diff: 2 Page Ref: 329 Skill: Factual Topic: The Political Response to Change 63) The Cherokee remember their forced removal, during which perhaps a quarter of their tribe died, as the ________. Answer: Trail of Tears Diff: 1 Page Ref: 333 Skill: Factual Topic: The Political Response to Change

64) In the election of 1832, the National Republicans adopted the name of ________ to show their opposition to “King Andrew” Jackson and his supporters. Answer: Whigs Diff: 1 Page Ref: 335 Skill: Factual Topic: The Political Response to Change 65) Alexander Graham argued that ________ should be eaten to preserve health. Answer: crackers Diff: 2 Page Ref: 348 Skill: Factual Topic: Reforming Society 66) In 1853 Charles Brace started the ________ in New York City that became a model of change. Answer: Children’s Aid Society Diff: 2 Page Ref: 349 Skill: Factual Topic: Reforming Society 67) Thomas ________ helped to found schools for the blind and deaf. Answer: Gallaudet Diff: 2 Page Ref: 349 Skill: Factual Topic: Reforming Society 68) The ________, founded in 1834, was the first attempt at a national labor organization in the United States. Answer: National Trades Union Diff: 2 Page Ref: 350 Skill: Factual Topic: Reforming Society 69) The ________ ushered in a depression that emptied the hopes and pockets of American workers. Answer: Panic of 1837 Diff: 2 Page Ref: 350 Skill: Factual Topic: Reforming Society 70) The first American college to open its doors to men and women, blacks and whites, was ________. Answer: Oberlin College Diff: 2 Page Ref: 351 Skill: Factual Topic: Abolitionism and Women’s Rights

The American People, Concise, 7e (Nash) Chapter 11 Moving West MULTIPLE CHOICE 1) By 1860, the number of Americans living in the trans-Mississippi West A) exceeded 8 million. B).exceeded 6 million. C) exceeded 4 million. D) was approximately one million. Answer: C Diff: 2 Page Ref: 362 Skill: Factual Topic: Probing the Trans-Mississippi West 2) In 1815, Spain held the title to all of the following present-day lands EXCEPT A) Louisiana. B) California. C) Texas. D) New Mexico. Answer: A Diff: 1 Page Ref: 366 Skill: Factual Topic: Winning the Trans-Mississippi West 3) According to agreements made in 1818 and 1827, the United States and Great Britain A) jointly occupied Oregon. B) cooperated in the fur trade. C) extended the slave trade. D) engaged in joint explorations of the Northwest. Answer: A Diff: 1 Page Ref: 371 Skill: Factual Topic: Winning the Trans-Mississippi West 4) Americans were attracted to Texas in the 1820s by the A) prospect of mining for precious metals. B) flourishing trade in bison robes and cowhides. C) lure of cheap land for cotton cultivation. D) demand of Mexicans for American products. Answer: C Diff: 2 Page Ref: 366 Skill: Interpretive Topic: Winning the Trans-Mississippi West

5) Eastern Indian tribes from the South and Old Northwest, whom the American government forcibly relocated in the West, A) received permanent protection of their new lands. B) served ironically as agents of white civilization. C) strengthened Native American resistance to further white expansion. D) converted the Plains Indians to agricultural enterprises. Answer: B Diff: 3 Page Ref: 364 Skill: Interpretive Topic: Probing the Trans-Mississippi West 6) In his popular Emigrants’ Guide to Oregon and California (1845), Lansford Hastings A) maintained that California belonged rightfully to the United States rather than Mexico. B) applauded the concept of joint occupation of Oregon with the British. C) defended the rights of Native Americans to certain lands of the Northwest. D) provided both practical information as well as encouragement for frontier settlers. Answer: D Diff: 2 Page Ref: 365 Skill: Interpretive Topic: Probing the Trans-Mississippi West 7) The slogan “Manifest Destiny” referred to the conviction of Americans in the 1840s that the United States had a(n) A) God-given right to exist as a nation. B) opportunity to replace greed with benevolence. C) obligation to spread across the continent. D) mission to free slaves. Answer: C Diff: 2 Page Ref: 365 Skill: Interpretive Topic: Probing the Trans-Mississippi West 8) In the Adams-Onis Treaty of 1819, the United States A) accepted a southern border excluding Texas. B) purchased southern Arizona from Mexico. C) recognized the independent Republic of Fredonia. D) surrendered its claims to Florida. Answer: A Diff: 2 Page Ref: 365 Skill: Factual Topic: Winning the Trans-Mississippi West

9) As a result of Mexican restrictions in Texas, American settlers there A) freed their slaves. B) disallowed further American immigration. C) plotted a revolution. D) converted to Roman Catholicism. Answer: C Diff: 1 Page Ref: 365-367 Skill: Factual Topic: Winning the Trans-Mississippi West 10) With the victory at San Jacinto in 1836, Texas A) won recognition from the Mexican Congress. B) lost heroes Davy Crockett and Jim Bowie. C) gained its independence from Mexico. D) secured admission to the United States. Answer: C Diff: 2 Page Ref: 367 Skill: Factual Topic: Winning the Trans-Mississippi West 11) Democrats such as Stephen Douglas supported the annexation of Texas on the grounds that it would A) expand the institution of slavery. B) ease sectional tensions within the United States. C) secure the reelection of John Tyler. D) spread the benefits of American civilization. Answer: D Diff: 2 Page Ref: 367 Skill: Interpretive Topic: Winning the Trans-Mississippi West 12) In 1845, President Polk sent to Mexico City A) Secretary of State James Buchanan. B) General Zachary Taylor. C) diplomat Nicholas Trist. D) agent John L. Slidell. Answer: D Diff: 2 Page Ref: 369 Skill: Interpretive Topic: Winning the Trans-Mississippi West 13) All of the following factors nourished an American conviction that California must become part of the United States EXCEPT the A) favorable position of California for the China trade. B) ethos of Manifest Destiny. C) desire of newcomers to blend into California society. D) suspicion that other nations had designs on the region. Answer: C Diff: 3 Page Ref: 370 Skill: Interpretive Topic: Winning the Trans-Mississippi West

14) The town of Santa Fe was A) settled by Americans in the 1820s to promote trade. B) fiercely guarded and protected during the Mexican War. C) captured and annexed by Texans in 1841. D) occupied without a shot by American forces in 1846. Answer: D Diff: 2 Page Ref: 370 Skill: Factual Topic: Winning the Trans-Mississippi West 15) In the Treaty of Guadalupe Hidalgo (1848), the United States agreed to A) guarantee the civil and political rights of former Mexican citizens. B) pay $10 million for large tracts of land in New Mexico. C) collect all outstanding American claims against Mexico. D) receive $15 million in reparations from Mexico. Answer: A Diff: 3 Page Ref: 370-371 Skill: Factual Topic: Winning the Trans-Mississippi West 16) Between 1842 and 1845 in Oregon, A) most Americans located north of the Columbia River. B) the number of American settlers gradually declined. C) the British expanded their interests in the fur trade. D) American settlers wrote a constitution and elected a legislature. Answer: D Diff: 2 Page Ref: 371 Skill: Interpretive Topic: Winning the Trans-Mississippi West 17) In reference to the Oregon question, President Polk A) recommended a continued joint occupation with Britain. B) supported a division of the territory at the 49th parallel. C) exercised great tact and skill in achieving compromise. D) demanded a “fifty-four forty or fight” resolution. Answer: B Diff: 2 Page Ref: 371-372 Skill: Interpretive Topic: Winning the Trans-Mississippi West 18) Britain agreed to a division of the Oregon Territory at the 49th parallel so long as it retained possession of A) the Columbia River. B) Vancouver Island. C) the Puget Sound. D) the Willamette Valley. Answer: B Diff: 2 Page Ref: 371-372 Skill: Factual Topic: Winning the Trans-Mississippi West

19) Most of the emigrants who headed for the Far West were A) white and American-born. B) members of the poorest class. C) slaveholders from the Deep South. D) Asians, especially from China. Answer: A Diff: 2 Page Ref: 372-373 Skill: Factual Topic: Going West and East 20) Perhaps most emigrants to the Far West were motivated by dreams of A) bettering their lives by cultivating the land. B) making a fortune by the mining of gold. C) restoring their health by escaping debilitating sicknesses. D) bringing Christianity and education to the Indians. Answer: A Diff: 2 Page Ref: 372-373 Skill: Interpretive Topic: Going West and East 21) The Preemption Acts during the 1830s and 1840s A) increased the minimum amount of public-land purchases. B) reserved choice public lands for the political elite. C) encouraged westward migration by protection of “squatters’ rights.” D) offered free government land to prospective settlers. Answer: C Diff: 3 Page Ref: 373 Skill: Interpretive Topic: Going West and East 22) For most emigrants on the overland trails, A) a traditional division of labor persisted through the journey. B) the trip proved novel and even enjoyable. C) drawing up rules and electing officers prevented dissension. D) difficulties multiplied as the trip lengthened. Answer: D Diff: 2 Page Ref: 376 Skill: Interpretive Topic: Going West and East 23) In contrast to the travel journal of Robert Bode, the travel journal of Mary Stuart Bailey reveals a greater preoccupation with the A) conditions of travel. B) tools of survival. C) availability of food. D) absence of the familiar. Answer: D Diff: 2 Page Ref: 374 Skill: Interpretive Topic: Going West and East

24) The first task facing pioneer farmers was to A) plant a crop. B) locate a suitable claim. C) construct a crude shelter. D) clear the land. Answer: B Diff: 1 Page Ref: 377 Skill: Factual Topic: Living in the West 25) In Oregon, early settlers seemed most anxious and able to establish A) a political system. B) public schools. C) organized churches. D) social clubs. Answer: A Diff: 2 Page Ref: 378 Skill: Interpretive Topic: Living in the West 26) An obstacle hindering the organization of churches and schools in the frontier communities included A) lack of determination to reestablish familiar institutions. B) disagreements over the kinds of churches and schools to build. C) geographic mobility of the settlers. D) unwillingness to spend money. Answer: A Diff: 2 Page Ref: 378 Skill: Interpretive Topic: Living in the West 27) In contrast to the agricultural frontier, migrants to the mining frontier were more A) successful in establishing local government. B) intent on making a quick profit. C) often married and older in age. D) isolated from their neighbors. Answer: B Diff: 2 Page Ref: 379 Skill: Interpretive Topic: Living in the West 28) Which of the following statements accurately describes the gold miners in California? A) Most were unmarried men. B) Most were young, in their twenties. C) About 80 percent of them came from the United States. D) All of the above. Answer: D Diff: 2 Page Ref: 380 Skill: Interpretive Topic: Living in the West

29) Which of the following areas experienced a gold rush in the 1800s in the United States? A) South Dakota B) Montana C) Colorado D) All of the above. Answer: D Diff: 2 Page Ref: 379 Skill: Factual Topic: Living in the West 30) Mining camps were characterized by all of the following EXCEPT A) prostitution. B) gambling. C) large numbers of women. D) heavy drinking. Answer: C Diff: 2 Page Ref: 380 Skill: Interpretive Topic: Living in the West 31) Which of the following ethnic and racial groups were present in California during the 1850s? A) Chinese B) African Americans C) Europeans D) All of the above. Answer: D Diff: 2 Page Ref: 380 Skill: Factual Topic: Living in the West 32) In 1850, prostitutes accounted for approximately ______ percent of the female population in California. A) 20 B) 40 C) 60 D) 80 Answer: A Diff: 2 Page Ref: 380 Skill: Factual Topic: Living in the West 33) Which of the following were major cities in the western United States in the 1800s? A) San Francisco B) Denver C) St. Louis D) All of the above. Answer: D Diff: 2 Page Ref: 383 Skill: Interpretive Topic: Living in the West

34) All of the following are true regarding the Chinese American population in the 1800s EXCEPT they A) were mostly men. B) were able to become members of the legislature. C) were fearful of white miners. D) worked in a variety of occupations besides mining. Answer: B Diff: 2 Page Ref: 384 Skill: Interpretive Topic: Living in the West 35) Plains tribes that stood in the path of Anglo American westward expansion included A) Cheyenne. B) Apache. C) Arapaho. D) All of the above. Answer: D Diff: 2 Page Ref: 386 Skill: Interpretive Topic: Cultures in Conflict 36) The Plains tribes posed an obstacle to white settlement due to A) skills in warfare B) possession of guns. C) possession of horses. D) All of the above. Answer: D Diff: 2 Page Ref: 386 Skill: Factual Topic: Cultures in Conflict 37) Americans encountered a Spanish-speaking culture in all of the following places EXCEPT A) New Mexico. B) Texas. C) California. D) Oregon. Answer: D Diff: 2 Page Ref: 389 Skill: Factual Topic: Cultures in Conflict TRUE/FALSE 38) By 1835, almost 30,000 Americans were living in Texas, the largest group of Americans living outside the nation’s boundaries at that time. Answer: TRUE Diff: 2 Page Ref: 363 Skill: Factual Topic: Probing the Trans-Mississippi West

39) President Polk risked war with Britain over Oregon Territory by his refusal to accept less than a boundary set at 54°40'. Answer: TRUE Diff: 3 Page Ref: 371 Skill: Interpretive Topic: Winning the Trans-Mississippi West 40) From the very beginning of the 1840s, thousands of American emigrants on the overland trails lost their lives to hostile Indian raids. Answer: FALSE Diff: 2 Page Ref: 376 Skill: Factual Topic: Going West and East 41) Gold was discovered in California in the year 1849. Answer: FALSE Diff: 2 Page Ref: 379 Skill: Factual Topic: Living in the West 42) Most miners to California wanted to remain and settle permanently. Answer: FALSE Diff: 2 Page Ref: 379 Skill: Factual Topic: Living in the West 43) California was one of the most diverse places in the country during the 1850s. Answer: TRUE Diff: 2 Page Ref: 379 Skill: Factual Topic: Living in the West 44) Most gold miners struck it rich and returned home wealthy. Answer: FALSE Diff: 2 Page Ref: 380 Skill: Interpretive Topic: Living in the West 45) In 1860, nearly 3,000 Chinese lived in Chinatown, a large district in San Francisco. Answer: TRUE Diff: 2 Page Ref: 380 Skill: Interpretive Topic: Living in the West 46) As late as 1880, most large western cities counted more women than men. Answer: FALSE Diff: 2 Page Ref: 384 Skill: Interpretive Topic: Living in the West

47) In 1880, the California legislature passed a law banning intermarriage between a white person and an Asian person. Answer: TRUE Diff: 2 Page Ref: 385 Skill: Interpretive Topic: Cultures in Conflict ESSAY 48) Discuss the status of foreign claims and possessions in the trans-Mississippi West from 1811 to 1840. Trace the development of American interests in the region during this era. Answer: The region from the Louisiana Territory to the Rocky Mountains in the North and across the continent to California in the South belonged first to Spain and, after 1821, to an independent Mexico. North of California to Alaska was the Oregon Territory, jointly occupied by the United States and Britain. As early as 1811, the fur trade attracted Americans to Oregon. In the Southwest, Americans traded along the Santa Fe Trail in 1821 to New Mexico and moved into Texas for cotton planting during the 1820s. Some American merchants and traders also settled in California during the 1820s and 1830s. Diff: 2 Page Ref: 362-365 Skill: Interpretive Topic: Probing the Trans-Mississippi West 49) Justify American westward expansion in the 1840s. Answer: The phrase “Manifest Destiny” signified the conviction that the superior institutions and culture of the United States gave Americans a God-given right, even an obligation, to spread their civilization across the entire continent. This sense of uniqueness and mission was a legacy of early Puritan utopianism, the republicanism of the Revolutionary Era, and seemingly evidenced by economic and political success. Americans felt westward expansion would extend opportunities and stability to more peoples across a wider domain. Diff: 2 Page Ref: 365-366 Skill: Interpretive Topic: Winning the Trans-Mississippi West 50) From 1823 to 1845, Texas grew from a sparsely settled region of northern Mexico to an independent republic to a state in the American Union. Discuss the reasons for and the major events of this transformation. Answer: Desiring to strengthen its northern territory, Mexico allowed Stephen F. Austin to lead 300 American families into Texas in 1823. By the end of the decade, some 15,000 white Americans and 1,000 slaves had moved to Texas, primarily to raise cotton. Mexican restrictions to curb American influence caused a rebellion in 1835-1836. Sam Houston led the Texas army to victory at San Jacinto and forced Mexico to recognize Texas as independent. Fearful of war with Mexico and agitated by the controversy over slavery, the United States did not annex Texas until 1845. Diff: 2 Page Ref: 365-368 Skill: Interpretive Topic: Winning the Trans-Mississippi West

51) Was the American war against Mexico from 1846-1848 justifiable? Answer: Some critics, including many Whigs, interpreted the war as a scheme to get votes. Others decried United States misbehavior and its blatant desire to dominate. Polk and others saw the war as necessary to secure the country’s borders and its citizens against the instability of Mexican politics. The supposed benefits of Manifest Destiny and the protections of the Treaty of Guadalupe Hidalgo for the residents of newly acquired territories offered self-serving rationalizations for American expansion. Diff: 3 Page Ref: 368-369 Skill: Interpretive Topic: Winning the Trans-Mississippi West 52) Analyze President Polk’s actions in handling the Oregon question. Was Polk lucky or smart in achieving a peaceful compromise with Britain? Answer: Polk was perhaps both lucky and smart concerning Oregon. Although he had capitalized on expansionist sentiment for political support, he privately favored compromise in Oregon. While Polk’s attitude offended the British, large numbers of American migrants to the territory and the diversion of British interests elsewhere helped strengthen America’s position. As war loomed with Mexico, Americans also desired a compromise, one Polk achieved at little political cost by “sharing” the treaty with the Senate in advance. Diff: 2 Page Ref: 371-372 Skill: Interpretive Topic: Winning the Trans-Mississippi West 53) What led so many Americans to sell most of their possessions and embark on an unknown future thousands of miles away in Oregon or California during the 1840s? Answer: Many hoped that the frontier would offer economic opportunities, whether in mining, farming, business, or professional ventures. Some migrants hoped the western climate would restore them to health. Others pursued religious or cultural missions. Diff: 2 Page Ref: 372-373 Skill: Interpretive Topic: Going West and East 54) Contrast the different lives and tasks faced by pioneers on the agricultural, mining, and urban frontiers in the West of the 1840s and 1850s. Answer: Life for pioneer farmers was difficult and lonely. The determination to reestablish familiar institutions was burdened by the mobility of the population as well as the chronic shortage of cash. Mining camps were more lively, but disorderly. Most experienced a typical pattern of boom, bust, decay, and death. The fantasies of quick profits materialized for few as mining operations required large capital and mechanical resources. Emigrants to cities such as San Francisco, Portland, and Denver generally pursued business and professional ventures. Diff: 2 Page Ref: 377-384 Skill: Interpretive Topic: Living in the West

55) Emigrants passing through Utah encountered a Mormon society that seemed “familiar and orderly, yet foreign and shocking.” Explain. Answer: Most Mormons were farmers, originally from New England and the Midwest, and shared many of the same customs and attitudes as western emigrants. But outsiders also perceived profound differences. Farming was a collective rather than individual enterprise. The church and state were closely intertwined, with church leaders occupying all important political posts. Mormons also concentrated on converting rather than isolating or killing Native Americans. The major difference, one found unacceptable by non-Mormons, was the practice of polygamy. Diff: 2 Page Ref: 381-383 Skill: Interpretive Topic: Living in the West 56) Describe the culture and political organization of the Plains Indians. Discuss how and why their relationship with white Americans changed from the 1840s to 1851. Answer: The Plains Indians led an aggressive, nomadic life in search of the buffalo from which they derived food, clothing, fuel, shelter, and items to trade. Initial relations with white emigrants of the 1840s were peaceful. With the white destruction of grass, timber, and buffalo, however, the tribes became more hostile and demanded compensation. In the Fort Laramie Treaty of 1851, the American government offered gifts and payments in return for Indian agreement to tribal boundaries. Diff: 2 Page Ref: 385-389 Skill: Interpretive Topic: Cultures in Conflict 57) Write a history of American westward expansion from 1820 to 1860 from the Mexican point of view. Answer: Although invited to settle in Texas during the 1820s, Americans never fully complied with Mexican requirements and finally rebelled. The United States provoked war by invading Mexican territory in 1846, a war to steal the California and New Mexico territories it coveted. The United States had ready conspirators in place in California. The Treaty of Guadalupe Hidalgo wrested one-third of Mexico’s territory away. The Spanish-speaking residents were soon overwhelmed and displaced by a huge influx of Anglo settlers. Diff: 3 Page Ref: 362-371; 389-390 Skill: Applied Topic: Cultures in Conflict IDENTIFICATION 58) The conviction that America’s superior institutions and culture gave the United States a God-given right, even an obligation, to spread its civilization across the continent was expressed in the phrase ________. Answer: Manifest Destiny Diff: 1 Page Ref: 365 Skill: Factual Topic: Probing the Trans-Mississippi West 59) Upon news of the Texas rebellion, Mexican dictator and general ________ hurried north to crush it with an army of 6,000 conscripts. Answer: Santa Anna Diff: 1 Page Ref: 367 Skill: Factual Topic: Winning the Trans-Mississippi West

60) Hoping the issue would boost his reelection chances in 1844, President ________ reopened the question of annexing Texas. Answer: John Tyler Diff: 2 Page Ref: 367 Skill: Factual Topic: Winning the Trans-Mississippi West 61) In securing the Democratic nomination in 1844, ________ called for “the reannexation of Texas at the earliest practicable period” and the occupation of the Oregon Territory. Answer: James K. Polk Diff: 2 Page Ref: 368 Skill: Factual Topic: Winning the Trans-Mississippi West 62) Between 1849 and 1852, the population of ________ more than doubled. Answer: California Diff: 2 Page Ref: 379 Skill: Interpretive Topic: Living in the West 63) For ________, the gold rush in California was a disaster of epic proportions. Answer: Native Americans Diff: 6 Page Ref: 381 Skill: Interpretive Topic: Cultures in Conflict 64) During the 1840s, ________ and Anglo Americans came into extensive contact for the first time. Answer: Plains tribes Diff: 2 Page Ref: 385-388 Skill: Interpretive Topic: Cultures in Conflict 65) As many as ________ Indians gathered at the Ft. Laramie Council of 1851. Answer: 10,000 Diff: 2 Page Ref: 388 Skill: Interpretive Topic: Cultures in Conflict

The American People, Concise, 7e (Nash) Chapter 12 The Union in Peril MULTIPLE CHOICE 1) In the 60 years after the Constitutional Convention, compromise over questions relating to slavery had been possible because of the A) willingness of Congress to avoid the issue. B) existence of a two-party system with intersectional membership. C) lack of significant differences of opinion. D) common bonds and loyalties forged during the Revolution. Answer: B Diff: 3 Page Ref: 395 Skill: Interpretive Topic: Slavery in the Territories 2) The supporters of “free soil” in the territories made all of the following arguments EXCEPT that A) northern white farmers could not compete with large-scale slave labor. B) blacks should be granted equality and allowed to seek western lands. C) slavery was a moral evil and should not be extended. D) free western land belonged to white men only. Answer: B Diff: 3 Page Ref: 396-397 Skill: Interpretive Topic: Slavery in the Territories 3) According to South Carolina Senator John C. Calhoun, Congress lacked the power to A) exclude slavery from the territories. B) increase the tariff above a nominal rate. C) prohibit the importation of slaves. D) impose a “gag rule” on antislavery debate. Answer: A Diff: 2 Page Ref: 396-397 Skill: Interpretive Topic: Slavery in the Territories 4) According to the doctrine of popular sovereignty, the decision whether to permit slavery in a territory would be made by the A) local territorial legislature. B) president of the United States. C) Missouri Compromise line. D) Congress of the United States. Answer: A Diff: 1 Page Ref: 397-398 Skill: Factual Topic: Slavery in the Territories

5) Which of the following factors did NOT contribute to Zachary Taylor’s victory in the election of 1848? A) Democratic defections to the Free Soil Party B) successful evasion of the controversial slavery issue C) heroic military exploits during the Mexican War D) long record of political participation and leadership Answer: D Diff: 2 Page Ref: 397-398 Skill: Interpretive Topic: Slavery in the Territories 6) The provisions of the Compromise of 1850 A) left unresolved the status of territories in the Mexican cession. B) allowed for lax enforcement of the Fugitive Slave Act. C) established one of the largest slave markets in the nation’s capital. D) upset the balance between free and slave states in the Union. Answer: D Diff: 2 Page Ref: 398 Skill: Factual Topic: Slavery in the Territories 7) Northerners were offended by the provision of the Fugitive Slave Act that A) accorded a jury trial to the alleged fugitive. B) designated a higher fee for commissioners deciding to return rather than free a fugitive. C) created a panel of commissioners to decide special cases. D) restricted northern citizens from assisting in the capture or return of fugitive slaves. Answer: B Diff: 2 Page Ref: 399 Skill: Interpretive Topic: Slavery in the Territories 8) As a consequence of the Compromise of 1850 A) political parties realigned more closely along sectional lines. B) several states invalidated personal liberty laws. C) more serious sectional conflict was avoided. D) ideas such as secession and abolitionism were repudiated. Answer: A Diff: 3 Page Ref: 399-401 Skill: Interpretive Topic: Slavery in the Territories 9) Harriet Beecher Stowe’s novel, Uncle Tom’s Cabin (1852), A) pictured slaves as basically happy and content. B) achieved enormous popular success. C) glorified northerners and vilified southerners. D) enraged President Lincoln as dangerous propaganda. Answer: B Diff: 1 Page Ref: 401 Skill: Interpretive Topic: Slavery in the Territories

10) During the early 1850s, political parties lost influence because of the A) parties’ sharp differences in moral tone and values. B) standardization of various state political and economic procedures. C) general decline in national economic prosperity. D) nomination of dynamic independent political leaders. Answer: B Diff: 3 Page Ref: 401-402 Skill: Interpretive Topic: Political Disintegration 11) The election of 1852 was characterized by A) a serious discussion of the issues. B) widely divergent political choices. C) voter apathy and lackluster campaigns. D) the decisive nomination of party candidates. Answer: C Diff: 2 Page Ref: 401-402 Skill: Interpretive Topic: Political Disintegration 12) Harboring presidential ambitions, Stephen Douglas hoped to win the support of southern Democrats by recommending that the Kansas and Nebraska territories A) contain the route of a transcontinental railroad. B) protect the rights of slaveholders. C) abide by the restrictions of the Missouri Compromise. D) organize on the basis of popular sovereignty. Answer: D Diff: 2 Page Ref: 402-403 Skill: Interpretive Topic: Political Disintegration 13) The Kansas-Nebraska Act of 1854 A) won widespread support from Whigs and abolitionists. B) reopened the question of slavery in the territories. C) ensured the orderly settlement of Kansas. D) strengthened party lines on the issue of slavery. Answer: B Diff: 2 Page Ref: 402-403 Skill: Interpretive Topic: Political Disintegration 14) During the 1850s, William Walker was unsuccessful in his attempts to A) negotiate with Spain for the purchase of Cuba. B) command the first American trading expedition to Japan. C) purchase lands from Mexico on which to build a transcontinental railroad. D) capture and control new slave lands in Latin America. Answer: D Diff: 2 Page Ref: 404 Skill: Interpretive Topic: Political Disintegration

15) The Ostend Manifesto, a document intended to pressure Spain to sell Cuba to the United States, was A) denounced by the American ministers to Spain, France, and England. B) urged most by those who advocated the expansion of slavery. C) delivered to President Pierce by Secretary of State William Marcy. D) hailed by northerners as the solution to the sectional crisis. Answer: B Diff: 2 Page Ref: 405 Skill: Interpretive Topic: Political Disintegration 16) Members of the American Party feared Catholic immigrants of the 1840s and 1850s would A) give their highest loyalty to the pope. B) refuse to work for low wages. C) continue to support revolutionary causes in Europe. D) favor legislation restricting personal behavior. Answer: A Diff: 2 Page Ref: 407 Skill: Interpretive Topic: Political Disintegration 17) The majority of Republicans in the 1850s supported a government policy to A) abolish slavery immediately throughout the United States. B) grant equal rights for free northern blacks. C) prevent the expansion of slavery in the territories. D) extend and protect slavery in the territories. Answer: C Diff: 2 Page Ref: 408 Skill: Interpretive Topic: Kansas and the Two Cultures 18) Passage of the Kansas-Nebraska Act in 1854 A) opened the way for antislavery and proslavery forces to meet physically and compete for territory. B) determined that slavery would exist in Kansas, but not Nebraska. C) quickened westward expansion. D) quieted sectional conflict temporarily. Answer: A Diff: 2 Page Ref: 408-410 Skill: Interpretive Topic: Kansas and the Two Cultures 19) The election of a proslavery territorial legislature in Kansas in 1855 A) resulted from wholesale election fraud. B) helped delay secession of the South. C) was nullified by President Pierce. D) accurately reflected popular sentiments. Answer: A Diff: 2 Page Ref: 409 Skill: Interpretive Topic: Kansas and the Two Cultures

20) Radical abolitionist John Brown A) beat Senator Sumner senseless with his cane. B) delivered “The Crime Against Kansas” speech. C) led a massacre at Pottawatomie Creek. D) directed the sacking of Lawrence. Answer: C Diff: 1 Page Ref: 409 Skill: Factual Topic: Kansas and the Two Cultures 21) Northerners supported all of the following EXCEPT A) public education and temperance laws. B) the rights of free labor. C) immigration and trade restrictions. D) policies favoring industrial growth. Answer: C Diff: 2 Page Ref: 412 Skill: Interpretive Topic: Kansas and the Two Cultures 22) In contrast to northerners, southerners emphasized the A) values of economic enterprise. B) sovereignty of the federal government. C) importance of public education. D) genteel life of an ordered society. Answer: D Diff: 1 Page Ref: 412 Skill: Interpretive Topic: Kansas and the Two Cultures 23) In the Dred Scott case, the Supreme Court ruled that A) Congress could not ban slavery in a territory. B) the Missouri Compromise was constitutional. C) blacks were entitled to sue in federal courts. D) slaves taken to free territories became free citizens. Answer: A Diff: 2 Page Ref: 413-414 Skill: Interpretive Topic: Polarization and the Road to War 24) The Dred Scott decision by the Supreme Court A) prompted a harsh criticism from President Buchanan. B) ruled that Scott was not a citizen. C) settled the political issue of slavery in the territories. D) insulted and infuriated most southerners. Answer: B Diff: 2 Page Ref: 413-414 Skill: Interpretive Topic: Polarization and the Road to War

25) The rejection of the Lecompton Constitution in 1858 meant that A) its sponsors lost political prestige in the North. B) slavery would be abolished in Kansas. C) Kansas would enter the Union as a free state. D) Kansas would remain a territory. Answer: D Diff: 2 Page Ref: 414 Skill: Factual Topic: Polarization and the Road to War 26) Abraham Lincoln believed that A) there should be immediate abolition of slavery. B) blacks were equal to whites and deserved equal rights. C) slavery should be placed on a course of ultimate extinction. D) separation of the races would have harmful long-term implications. Answer: C Diff: 2 Page Ref: 415 Skill: Interpretive Topic: Polarization and the Road to War 27) In the Freeport debate against Lincoln, Stephen Douglas argued that slavery A) would not spread where it was unprofitable. B) could not exist without favorable local legislation. C) represented a moral and social evil. D) should be protected in the territories. Answer: B Diff: 3 Page Ref: 416 Skill: Interpretive Topic: Polarization and the Road to War 28) All of the following statements are true about the short-term facts of John Brown’s raid EXCEPT: A) The raid took place in 1859. B) Brown led 22 men in the attack. C) The raiders attacked a federal arsenal at Harper’s Ferry, Virginia. D) The attack was a major military success. Answer: D Diff: 2 Page Ref: 416-417 Skill: Interpretive Topic: Polarization and the Road to War 29) What was the long-term outcome of John Brown’s raid at Harper’s Ferry? A) Brown survived and led a large slave army to freedom. B) Brown was hanged and became a martyr, inflaming tensions and leading to the Civil War. C) The South gave up on slavery. D) The North stopped its attempt to restrict the expansion of slavery. Answer: B Diff: 2 Page Ref: 418 Skill: Interpretive Topic: Polarization and the Road to War

30) Which of the following men ran for office in 1860? A) Abraham Lincoln, Republican Party B) John Bell, Constitutional Union Party C) Stephen Douglass, Democrat (Northern) Party D) All of the above. Answer: D Diff: 2 Page Ref: 417 Skill: Interpretive Topic: Polarization and the Road to War 31) Which of the following southern states was the first to leave the Union? A) Virginia B) North Carolina C) South Carolina D) Georgia Answer: C Diff: 2 Page Ref: 419 Skill: Interpretive Topic: The Divided House Falls 32) Which of the following events split the Democratic Party during the 1850s? A) Lincoln-Douglas debates in Illinois B) Dred Scott decision C) John Brown’s raid D) All of the above. Answer: D Diff: 2 Page Ref: 417 Skill: Interpretive Topic: Polarization and the Road to War 33) All of the following statements are true about Dred Scott and his legal case EXCEPT: A) Scott and his wife had filed suit for their freedom in Missouri in 1846. B) They argued that their master had taken them into free territory, making them free people. C) Their case reached the Supreme Court at a time when slavery had become a hot issue. D) The court ruled that Scott was a citizen. Answer: D Diff: 2 Page Ref: 413-414 Skill: Interpretive Topic: Polarization and the Road to War 34) Which of the following was NOT part of the long-term historical importance of the Scott case? A) The Court’s arguments about black citizenship infuriated northerners. B) Prominent black leaders lost faith in the government but were galvanized by the decision. C) Many African American slaves rebelled after the decision. D) President Buchanan endorsed the decision, further dividing the nation. Answer: C Diff: 2 Page Ref: 414 Skill: Interpretive Topic: Polarization and the Road to War

35) All of the following statements are true about the novel Uncle Tom’s Cabin EXCEPT: A) The book outraged the South. B) It became an immediate bestseller. C) It was published in 20 languages. D) It focused on the white exploitation of Native American people. Answer: D Diff: 2 Page Ref: 401 Skill: Interpretive Topic: Slavery in the Territories 36) Which of the following issues faced the nation in 1849? A) the rush of thousands of miners to California qualifying the nation for statehood. B) the unresolved status of the Mexican cession C) the existence of slavery and a slave market in the nation’s capital D) All of the above. Answer: D Diff: 2 Page Ref: 398 Skill: Interpretive Topic: Slavery in the Territories 37) General Zachary Taylor earned a living in Louisiana as a A) corn farmer. B) factory owner. C) shipping magnate. D) slave owner. Answer: D Diff: 2 Page Ref: 397 Skill: Factual Topic: Slavery in the Territories TRUE/FALSE 38) Although Lincoln received less than 40 percent of the popular vote in the election of 1860, he carried every free state except New Jersey. Answer: TRUE Diff: 2 Page Ref: 418 Skill: Factual Topic: Polarization and the Road to War 39) An effective argument against the Wilmot Proviso was the fact that Congress had never before restricted the extension of slavery into new territories. Answer: FALSE Diff: 2 Page Ref: 395-397 Skill: Factual Topic: Slavery in the Territories

40) Popular sovereignty appealed to some politicians because its ambiguity enabled people to interpret it as they pleased. Answer: TRUE Diff: 3 Page Ref: 397 Skill: Interpretive Topic: Slavery in the Territories 41) Senator Stephen Douglas argued that the provisions of the Compromise of 1850 should be voted on as a package rather than individually to demonstrate national unity. Answer: FALSE Diff: 2 Page Ref: 398 Skill: Interpretive Topic: Slavery in the Territories 42) The Compromise of 1850 delayed but did not prevent the outbreak of more serious sectional conflicts. Answer: TRUE Diff: 1 Page Ref: 399-400 Skill: Factual Topic: Slavery in the Territories 43) Many northerners responded to John Brown’s raid at Harper’s Ferry with sympathy. Answer: TRUE Diff: 2 Page Ref: 417 Skill: Factual Topic: Polarization and the Road to War 44) The arrival of Irish and German immigrants spurred an anti-Catholic backlash from the Anglo American Protestant core of the nation. Answer: TRUE Diff: 2 Page Ref: 406-407 Skill: Interpretive Topic: Political Disintegration 45) Whites and blacks decreased activity on the Underground Railroad after passage of the Compromise of 1850. Answer: FALSE Diff: 2 Page Ref: 400 Skill: Interpretive Topic: Slavery in the Territories 46) Frederick Douglass gave a famous Independence Day speech in 1852 that symbolized the increasing stridency of free blacks against slavery. Answer: TRUE Diff: 2 Page Ref: 400 Skill: Interpretive Topic: Slavery in the Territories

47) Over 80,000 gold miners arrived in California in 1849, swelling the American population of the state. Answer: TRUE Diff: 2 Page Ref: 398 Skill: Factual Topic: Slavery in the Territories 48) The Free Soilers captured roughly 40 percent of the popular vote in 1848. Answer: FALSE Diff: 2 Page Ref: 397 Skill: Factual Topic: Slavery in the Territories ESSAY 49) Analyze the major developments between 1848 and 1861 that contributed to the Civil War. Answer: There were four major developments between 1848 and 1861 that contributed to the Civil War: (1) a sectional dispute over the extension of slavery into the western territories; (2) the breakdown of the political party system; (3) growing cultural differences in the views and lifestyles of the South and North; and (4) an intensifying emotional and ideological polarization between the two regions. The election of a Republican president in 1860 sparked the secession of the Deep South, and the subsequent battle over Fort Sumter began the war. Diff: 3 Page Ref: 385-421 Skill: Interpretive Topic: Slavery in the Territories 50) The prospect of territorial acquisition from the Mexican War spurred a political debate over the issue of extending slavery. Discuss the various solutions offered, as well as the impact of the issue on the election of 1848. Answer: The Wilmot Proviso sought to prohibit slavery, while the Calhoun Resolutions sought to extend it into new territories acquired by the Mexican War. Both were rejected by Congress, as was a proposal to extend the Missouri Compromise line. The seemingly democratic choice of popular sovereignty for territories had broad appeal, but left many details unanswered. The two major parties evaded the issue in 1848, prompting the formation of the Free-Soil party. The Free Soilers captured only 10 percent of the vote, however, allowing the election of military hero and Whig candidate Zachary Taylor. Diff: 3 Page Ref: 396-403 Skill: Interpretive Topic: Slavery in the Territories 51) Although the slavery issue had been largely ignored in the election of 1848, several problems forced political debate and a compromise in 1850. Discuss the provisions, process, and consequences of the compromise. Answer: The Compromise of 1850 delayed rather than resolved sectional conflict over slavery. With Senator Stephen Douglas’s leadership and President Millard Fillmore’s support, congressmen voted on a series of individual bills rather than a collective package. The most controversial provision was a strengthened Fugitive Slave Act, which prompted northern protests and the writing of Uncle Tom’s Cabin. Diff: 2 Page Ref: 398-401 Skill: Interpretive Topic: Slavery in the Territories

52) Discuss the events of the 1850s that fed northern suspicions of a conspiracy to extend the power and influence of the South in government. Answer: Northern suspicions were aroused with passage of the Fugitive Slave Act of 1850. The Gadsden Purchase provided land for a possible southern railroad, several southern filibusters attempted to add possible slave lands in Latin America, and the Ostend Manifesto even suggested war against Spain for the acquisition of Cuba. The Kansas-Nebraska Act removed prohibitions against slavery’s expansion, and the Dred Scott decision said Congress had no power to prevent it. President Buchanan supported the proslavery Lecompton Constitution in Kansas. Diff: 2 Page Ref: 398-402 Skill: Interpretive Topic: Slavery in the Territories 53) Analyze the reasons for and the results of transformations in American political parties during the 1850s. Answer: Economic prosperity and standardization of political procedures diminished party differences, and loyalty, by the 1850s. The Whig party disintegrated because of its inability to cope with the slavery issue. The Democrats, led by Stephen Douglas, hoped to please everyone with such measures as the Kansas-Nebraska Act, and ended by pleasing no one. The short-lived Know-Nothings represented a cyclical nativist reaction. The Republicans opposed expansion of slavery to the new territories and steadily won influence in the North. Diff: 3 Page Ref: 401-402 Skill: Interpretive Topic: Political Disintegration 54) How and why did the events of 1855-1856 concerning Kansas offer a preview of the Civil War? Answer: The settlement of Kansas exposed the flaws of the concept of popular sovereignty in dealing with the slavery issue. Fearful of inundation by New England emigrants, Missouri residents crossed into Kansas to ensure election, by fraudulent means, of a proslavery territorial legislature. When proslavery settlers ransacked the free-state capital of Lawrence, abolitionist John Brown exacted revenge with a massacre at Pottawatomie Creek. The violence of “Bleeding Kansas” extended to Congress as Preston Brooks caned Charles Sumner for an intemperate antislavery speech. Diff: 2 Page Ref: 408-409 Skill: Interpretive Topic: Kansas and the Two Cultures 55) It is 1859. As a northerner or southerner, write an article for your local newspaper, expressing your views of the proper values and vision for the nation, and point out why the views of the other section are improper and dangerous. Answer: Northerners valued free labor and government action to achieve economic progress and a moral society. They viewed southerners as unfree, backward, and immoral. Southerners valued states’ rights and aspired to a genteel, ordered society guided by the aristocratic code of the gentleman planter and slaveholder. They viewed northerners as “greasy mechanics, filthy operatives, small-fisted farmers, and moonstruck theorists.” Northerners feared the southerners wished to deny opportunities for free labor and southerners feared northerners would destroy their way of life. Diff: 3 Page Ref: 410-413 Skill: Applied Topic: Kansas and the Two Cultures

56) Contrast the views of Abraham Lincoln and Stephen Douglas as expressed in the Illinois debates of 1858 concerning slavery, abolitionism, and racial equality. Discuss the political impact of these debates. Answer: Lincoln charged Douglas with being part of a Democratic conspiracy to extend slavery, an institution Lincoln wished to set on a “course of ultimate extinction” by preventing its expansion to new territories. Although Lincoln did not believe in racial equality, he advocated respect and protection of “natural rights” for blacks. Douglas adopted a more racist tone and indifferent attitude toward slavery, but insisted it could not exist in a territory without favorable local legislation. Douglas won the 1858 Senate race in Illinois, but lost southern support for the presidency in 1860. Diff: 2 Page Ref: 415-416 Skill: Interpretive Topic: Polarization and the Road to War 57) Discuss the events from November 1860 to April 1861 that sparked the Civil War. Answer: Republican candidate Abraham Lincoln received only 39 percent of the popular vote in the fourway contest of 1860, but carried the North to win an electoral majority to become president. Certain of a minority status, the states of the Deep South seceded to form a confederacy. When most compromises were dismissed by northerners as concessions, outgoing President Buchanan did nothing. Intent upon protection of federal property at Fort Sumter, Lincoln’s attempt at reprovisioning the garrison led to a southern attack and the beginning of war. Diff: 1 Page Ref: 419-420 Skill: Interpretive Topic: The Divided House Falls IDENTIFICATION 58) A faction of Democrats in New York bolted the party in 1848 and joined with “conscience” Whigs to form the Free-Soil Party and support ________ for president. Answer: Van Buren Diff: 2 Page Ref: 397 Skill: Factual Topic: Slavery in the Territories 59) The most controversial part of the Compromise of 1850 was the ________, appeasing southerners but infuriating northerners. Answer: Fugitive Slave Act Diff: 1 Page Ref: 399 Skill: Factual Topic: Slavery in the Territories 60) When President Lincoln met ________ in 1863, he is reported to have said, “So you’re the little woman who wrote the book that made this great war.” Answer: Harriet Beecher Stowe Diff: 1 Page Ref: 401 Skill: Factual Topic: Slavery in the Territories

61) In 1860, southern delegates met in ________, ________ and created the Confederate States of America. Answer: Montgomery, Alabama Diff: 2 Page Ref: 419 Skill: Factual Topic: The Divided House Falls 62) The Confederate States of America elected ________ from Mississippi as president. Answer: Jefferson Davis Diff: 2 Page Ref: 419 Skill: Factual Topic: The Divided House Falls 63) On April 10, 1861, General ________ of the Confederacy demanded the surrender of Ft. Sumter. Answer: Beauregard Diff: 2 Page Ref: 421 Skill: Factual Topic: The Divided House Falls 64) The ________-________ party opposed immigration, particularly of Catholics, and especially the Irish. Answer: Know Nothing Diff: 2 Page Ref: 407 Skill: Factual Topic: Political Disintegration 65) Ex-slave ________ gave passionate public lectures in the northern states and Midwest against slavery. Answer: Sojourner Truth Diff: 2 Page Ref: 400 Skill: Factual Topic: Slavery in the Territories

The American People, Concise, 7e (Nash) Chapter 13 The Union Severed MULTIPLE CHOICE 1) In response to Fort Sumter, A) the states of Maryland, Kentucky, and Missouri seceded and joined the Confederacy. B) northern authorities enlisted black volunteers for military service. C) President Lincoln asked Congress to initiate plans for military conscription. D) both the North and South witnessed a tremendous outpouring of support. Answer: D Diff: 2 Page Ref: 428 Skill: Factual Topic: Organizing for War 2) The material assets of the North during the Civil War A) became effective only in the long run. B) immediately placed the South at a disadvantage. C) offset the greater supply of manpower in the South. D) allowed the North to wage a defensive war. Answer: A Diff: 2 Page Ref: 428-429 Skill: Interpretive Topic: Organizing for War 3) To secure Maryland for the Union, Lincoln A) arrested and detained southern sympathizers. B) sent federal troops to Baltimore. C) issued a writ of habeas corpus. D) offered a declaration of emancipation. Answer: A Diff: 2 Page Ref: 430 Skill: Factual Topic: Organizing for War 4) In February 1861, the original seceding states created a provisional government A) emphasizing the sovereignty of the states. B) establishing their capital at Richmond, Virginia. C) selecting Robert E. Lee as president. D) authorizing generous funds for employees and supplies. Answer: A Diff: 1 Page Ref: 431 Skill: Interpretive Topic: Organizing for War

5) For his cabinet, Lincoln selected A) friends to whom he owed political debts. B) only those men who agreed with his views. C) important Republicans whether they agreed with him or not. D) men of lesser political stature or ability. Answer: C Diff: 2 Page Ref: 431 Skill: Interpretive Topic: Organizing for War 6) Lincoln’s early actions as president indicated that he intended to A) act only with the sanction of Congress. B) rely heavily on his cabinet members’ advice. C) take responsibility for running his own administration. D) respect the traditions and dogmas of the past. Answer: C Diff: 1 Page Ref: 431 Skill: Interpretive Topic: Organizing for War 7) Jefferson Davis was observed by his contemporaries as too A) insensitive to criticism. B) unwilling to experiment. C) lazy and easy-going. D) preoccupied with details. Answer: D Diff: 2 Page Ref: 432 Skill: Interpretive Topic: Organizing for War 8) The use of the new, longer-range rifles during the Civil War A) contradicted the training offered at West Point. B) reduced the emphasis on infantry attack. C) produced a ghastly crop of dead men. D) led to more effective use of artillery. Answer: C Diff: 2 Page Ref: 432 Skill: Interpretive Topic: Clashing on the Battlefield, 1861-1862 9) During the early years of the war in the East A) General Winfield Scott pushed for action and quick victory. B) the South followed an exclusively defensive strategy. C) a stalemate developed as decisive victory eluded both sides. D) the North inflicted a devastating blow at the Battle of Bull Run. Answer: C Diff: 2 Page Ref: 434 Skill: Interpretive Topic: Clashing on the Battlefield, 1861-1862

10) The Battle of Bull Run was a prophetic one in that it showed the A) superior ability of Union generals. B) poor discipline of Confederate troops. C) possibility that victory would be neither quick nor easy. D) certainty of their prospects for quick victory. Answer: C Diff: 2 Page Ref: 433 Skill: Interpretive Topic: Clashing on the Battlefield, 1861-1862 11) Placed in command of the Union armies in 1861, General George McClellan A) wished to win the war “by maneuvering rather than fighting.” B) captured the city of Richmond during his Peninsula campaign. C) inflicted unnecessary and embittering loss of life and property. D) gained a reputation for bold, almost reckless tactics. Answer: A Diff: 2 Page Ref: 434 Skill: Interpretive Topic: Clashing on the Battlefield, 1861-1862 12) In the early western theater of the Civil War, Ulysses S. Grant A) surprised a large Confederate force at Shiloh Church. B) displayed a military genius for setting large goals. C) closely coordinated plans with eastern military activities. D) prematurely invaded forts in Kentucky and Tennessee. Answer: B Diff: 2 Page Ref: 434-435 Skill: Interpretive Topic: Clashing on the Battlefield, 1861-1862 13) The casualties from the battle at Shiloh Church were enormous because of the A) foolish use of headlong infantry attacks. B) insufficient care of wounds on the battlefield. C) development of more lethal weapons and ammunition. D) surprise nature of the southern attack. Answer: B Diff: 2 Page Ref: 436 Skill: Interpretive Topic: Clashing on the Battlefield, 1861-1862 14) During the early years of the Civil War, the northern navy concentrated on A) raiding southern merchant ships. B) developing new weapons and ironclad vessels. C) gaining footholds along the southern coast for a blockade. D) freeing the slaves in southern ports. Answer: C Diff: 2 Page Ref: 436 Skill: Interpretive Topic: Clashing on the Battlefield, 1861-1862

15) Southerners thought that European nations would recognize and support the Confederacy because of the Europeans’ A) lack of economic ties with the North. B) wish to back the winning side. C) dependence upon southern cotton. D) desire to upset the balance of power. Answer: C Diff: 1 Page Ref: 437 Skill: Interpretive Topic: Clashing on the Battlefield, 1861-1862 16) In contrast to the North, the South relied more heavily on the A) use of conscription to maintain their armed forces. B) issue of government bonds to borrow money. C) imposition of government measures to control inflation. D) levy of direct taxes for war finances. Answer: A Diff: 2 Page Ref: 439-440 Skill: Factual Topic: Clashing on the Battlefield, 1861-1862 17) The largest civil disturbance of the nineteenth century occurred in New York City in early July 1863, as A) workers opposed to the draft rioted for three days. B) peace activists demanded a negotiated end to the war. C) blacks protested racial discrimination and segregation. D) nativist mobs beat up Irish immigrants and destroyed their homes and businesses. Answer: A Diff: 2 Page Ref: 440 Skill: Factual Topic: Clashing on the Battlefield, 1861-1862 18) The New York City draft riots of 1863 A) exposed the racial and class antagonisms of northern society. B) led to the passage of more fair conscription laws. C) resulted from extreme northern antiwar sentiment. D) caused little damage and produced only minor disturbances. Answer: A Diff: 2 Page Ref: 440 Skill: Interpretive Topic: Clashing on the Battlefield, 1861-1862 19) Political dissension in the South during the Civil War A) led detractors to offer programs in opposition to Democratic policies. B) tended to be factional, petty, and often personal in nature. C) produced an arbitrary and tyrannical expansion of presidential power. D) resulted in the establishment of party mechanisms to channel or curb criticism. Answer: B Diff: 3 Page Ref: 440 Skill: Interpretive Topic: Clashing on the Battlefield, 1861-1862 150 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

20) The Emancipation Proclamation freed slaves in A) the border states of the Union. B) all portions of the United States. C) parts of the South already in northern hands. D) unconquered parts of the Confederacy. Answer: D Diff: 2 Page Ref: 442 Skill: Factual Topic: The Tide Turns, 1863-1865 21) During the Civil War, the northern army A) treated black soldiers poorly. B) paid blacks better than whites. C) refused to recruit blacks. D) considered blacks to be superior soldiers. Answer: A Diff: 2 Page Ref: 444 Skill: Factual Topic: The Tide Turns, 1863-1865 22) At the Battle of Gettysburg, General Robert E. Lee A) captured control of northern territory between Philadelphia and Washington. B) suffered losses so heavy that he could never mount another southern offensive. C) surrendered his army and supplies to General George Meade. D) ordered Pickett’s Charge as a daring escape to save his men. Answer: B Diff: 2 Page Ref: 444-445 Skill: Interpretive Topic: The Tide Turns, 1863-1865 23) As commander of the Union armies, General Ulysses S. Grant recommended a A) policy of evasion and retreat, designed to lessen casualties and wear down the enemy. B) campaign of annihilation, using the North’s superior might to destroy southern armies. C) tactic of hit-and-run maneuvers, offsetting the defensive advantages of southern armies. D) strategy of naval and land blockades, causing economic deprivation and discontent. Answer: B Diff: 3 Page Ref: 446 Skill: Interpretive Topic: The Tide Turns, 1863-1865 24) During the war years, southern A) industrialists failed to produce military supplies. B) yeoman farmers suffered an economic decline. C) planters increasingly relied on cash-crop agriculture. D) politicians remained devoted to the concept of states’ rights. Answer: B Diff: 2 Page Ref: 447 Skill: Interpretive Topic: The Tide Turns, 1863-1865

25) The Civil War transformed American society as A) wartime jobs and wages provided substantial increases in real income. B) women were forced to leave the workforce to care for homes and families. C) economic dislocations reduced the standard of living for most civilians. D) Americans became more parochial in their interests and concerns. Answer: C Diff: 2 Page Ref: 451 Skill: Interpretive Topic: Changes Wrought by War 26) The Civil War transformed race relations in the South as A) blacks proved increasingly unwilling to play a subservient role. B) whites gained greater appreciation of blacks with increased dependence upon them. C) white violence toward blacks intensified with growing frustration over a losing war effort. D) slaves drew closer to their masters in fear of the unknown. Answer: A Diff: 3 Page Ref: 452 Skill: Interpretive Topic: Changes Wrought by War 27) Which of the following were famous Civil War healthcare professionals who revolutionized hospital care for the wounded? A) Dorothea Dix B) Clara Barton C) Emily Blackwell D) All of the above. Answer: D Diff: 2 Page Ref: 453 Skill: Factual Topic: Changes Wrought by War 28) What criticisms of Lincoln did the Democratic party espouse in the election of 1864? A) Executive power had arbitrarily expanded. B) The war had lasted too long. C) The war had led to irresponsible banking measures. D) All of the above. Answer: D Diff: 2 Page Ref: 453-454 Skill: Factual Topic: Changes Wrought by War 29) What roles did women achieve during the war that stood outside of traditional domestic life? A) administration for soldier aid societies B) making packages for soldiers at the front C) making bandages D) All of the above. Answer: D Diff: 2 Page Ref: 453-454 Skill: Factual Topic: Changes Wrought by War

30) On April 9, 1865, General Grant accepted the Confederate surrender at A) Appomattox, Virginia. B) Raleigh, North Carolina. C) Atlanta, Georgia. D) Charleston, South Carolina. Answer: A Diff: 2 Page Ref: 454 Skill: Factual Topic: Changes Wrought by War 31) Why did the North win the Civil War? A) It had fewer troops to feed. B) It had superior manpower, equipment, and economy. C) It relied on Native American troops. D) It received monetary assistance from France and England. Answer: B Diff: 2 Page Ref: 454 Skill: Factual Topic: Changes Wrought by War 32) What major problems did the South experience in fighting and winning the war? A) Southern black troops staged countless mutinies. B) African American slaves burned several southern cities. C) It lacked enough food, effective transportation, and military hardware. D) There was incessant meddling in its affairs by France and England. Answer: C Diff: 2 Page Ref: 455 Skill: Interpretive Topic: Changes Wrought by War 33) Which of the following war measures did southern civilians call into question during the conflict? A) conscription B) impressment C) taxation D) All of the above. Answer: D Diff: 2 Page Ref: 454-455 Skill: Factual Topic: Changes Wrought by War 34) Which of the following qualities was NOT a part of Lincoln’s success as president? A) his humanity B) his awareness of the terrible cost of war C) his penchant for political graft and corruption D) his determination to save the Union Answer: C Diff: 2 Page Ref: 455 Skill: Factual Topic: Changes Wrought by War

35) Which of the following does NOT describe the prison camp experience of American men during the Civil War? A) Southern prison commanders received northern praise after the conflict ended. B) The camps were very overcrowded. C) The camps became very unsanitary. D) Massive loss of life took place in the camps. Answer: A Diff: 2 Page Ref: 456 Skill: Factual Topic: Changes Wrought by War 36) When the war was over, what had the South lost besides political independence? A) Large and great cities lay in ruins. B) Tools were worn out. C) Agricultural fields lay barren. D) All of the above. Answer: D Diff: 2 Page Ref: 456 Skill: Factual Topic: Changes Wrought by War TRUE/FALSE 37) Favorable statistics of population and industrial development invariably decide the outcome of a war. Answer: FALSE Diff: 1 Page Ref: 428 Skill: Interpretive Topic: Organizing for War 38) The war made it impossible for many northern and southern women to conform to traditional gender roles. Answer: TRUE Diff: 2 Page Ref: 451-452 Skill: Interpretive Topic: Changes Wrought by War 39) Confederate women played a vital role in caring for the sick and wounded during the war. Answer: TRUE Diff: 2 Page Ref: 453 Skill: Interpretive Topic: Changes Wrought by War 40) Most of the changes experienced by women in war work remained in place after the conflict ended. Answer: FALSE Diff: 2 Page Ref: 453 Skill: Interpretive Topic: Changes Wrought by War

41) The Republican Party completely united behind its war-weary president in the election of 1864. Answer: FALSE Diff: 2 Page Ref: 453 Skill: Interpretive Topic: Changes Wrought by War 42) In the election of 1864, President Lincoln surprised himself, his party, and the nation by taking 55 percent of the popular vote. Answer: TRUE Diff: 2 Page Ref: 453 Skill: Interpretive Topic: Changes Wrought by War 43) Slaveholders eagerly allowed the impressment of their slaves for war work. Answer: FALSE Diff: 2 Page Ref: 446 Skill: Interpretive Topic: Changes Wrought by War 44) By December of 1864, the Confederate desertion rate topped 50 percent. Answer: TRUE Diff: 2 Page Ref: 455 Skill: Interpretive Topic: Changes Wrought by War 45) When the war ended, approximately 3 million American men had served in the military on both sides. Answer: TRUE Diff: 2 Page Ref: 456 Skill: Interpretive Topic: Changes Wrought by War 46) The death rate during the Civil War was five times greater than World War II. Answer: TRUE Diff: 2 Page Ref: 456 Skill: Interpretive Topic: Changes Wrought by War 47) Historians estimate that southern wealth declined by roughly 43 percent during the war years. Answer: TRUE Diff: 2 Page Ref: 456 Skill: Interpretive Topic: Changes Wrought by War 48) At the end of the war, roughly 30 million African American slaves were free. Answer: FALSE Diff: 2 Page Ref: 456 Skill: Interpretive Topic: Changes Wrought by War

ESSAY 49) Discuss the balance of resources between the North and South at the beginning of the Civil War and its implications for initial military strategy. Answer: The North enjoyed a significant population and economic advantage over the South. Many of the North’s assets would become effective, however, only with time. Although lacking adequate industrial strength, the South believed cotton would secure European support. In contrast to the Union’s more difficult strategic task of conquest and occupation, the South merely had to survive until its enemy tired and quit. Diff: 2 Page Ref: 428-437 Skill: Interpretive Topic: Organizing for War 50) Contrast the backgrounds, leadership styles, and effectiveness of Presidents Abraham Lincoln and Jefferson Davis. Answer: Although both men were born in Kentucky, Lincoln moved to the North and lived a meager agrarian life, while Davis moved to the South and enjoyed an aristocratic upbringing. As presidents, both men were accused of usurping political power and both men suffered stinging personal criticisms. Although Lincoln possessed great political skills, the personal characteristics of the two men were probably less important than the differences between the two regions. The northern social, economic, and political system proved more capable of meeting the war’s demands. Diff: 3 Page Ref: 431-432 Skill: Interpretive Topic: Organizing for War 51) Analyze the results of the Civil War’s military developments during 1861-1862. Answer: Stopped at the initial Battle of Bull Run, the North became convinced of the need for greater expenditures and preparation. McClellan’s overly cautious leadership failed to produce results, however. A southern offensive was stopped at Antietam, and the war in the East was stalemated. In the West, General Grant rose to prominence, although he failed to capture control of the Mississippi River at this stage. The northern navy succeeded in capturing footholds along the southern coast, preparing the way for an effective blockade. Diff: 2 Page Ref: 432-437 Skill: Interpretive Topic: Clashing on the Battlefield, 1861-1862 52) What common problems did the North and South face in an extended war, and how did their solutions differ? Answer: Both sections faced shortages of money and manpower. The North relied more heavily on taxation and borrowing than did the South, but both sides experienced problems of inflation with paper money. Although both resorted to conscription, the South was forced to do so earlier and to a greater extent. In both sections, the allowance of draft exemptions for the wealthy stirred class antagonisms and the argument that it was a rich man’s war but a poor man’s fight. Both sections experienced political dissension, but the northern system proved more capable of handling it. Diff: 2 Page Ref: 438-440 Skill: Interpretive Topic: Clashing on the Battlefield, 1861-1862

53) The Emancipation Proclamation was one of the greatest political documents in American history. Defend or refute that statement. Answer: Lincoln was forced to walk a thin line between racist conservatives and radical abolitionists. The Emancipation Proclamation, defended by Lincoln as “an act of justice, warranted by the Constitution upon military necessity,” helped prepare northerners for the eventuality of emancipation. Although it did not technically free any slaves at the time, it gave the war a moral purpose and laid to rest any possibility of foreign support for the Confederacy. It encouraged slaves to flee the South, subverting the southern war effort. Diff: 2 Page Ref: 441-443 Skill: Interpretive Topic: The Tide Turns, 1863-1865 54) How did southern and northern military strategies change from 1863 to 1865? With what results? Answer: Realizing that the South could not forever fight a defensive war, Robert E. Lee attempted an invasion of the North. He suffered heavy casualties at Gettysburg and withdrew, unable to mount another offensive. Northern victory at Vicksburg gained control of the Mississippi River for the North and led to Grant’s promotion. Grant and Sherman employed a grim campaign of annihilation, using the North’s superior resources to wear down and defeat the South. Diff: 2 Page Ref: 444-446 Skill: Interpretive Topic: The Tide Turns, 1863-1865 55) Analyze the changes wrought by the Civil War on northern and southern societies and economies. Answer: Although leaving the Union to conserve a traditional way of life, the South experienced radical transformations, destruction, and widespread impoverishment. The war stimulated expansion of northern agriculture as well as selective industries. Although providing some with riches, the war resulted in economic dislocation for most Americans. Large numbers of women and blacks entered the workforce, at least temporarily. Diff: 3 Page Ref: 446-453 Skill: Interpretive Topic: Changes Wrought by War 56) Why did the North win the Civil War? Answer: Northern military strategy proved effective and southern efforts to meet wartime needs fell short. The belief in states’ rights and the sanctity of private property undermined united action by the Confederate states. Northerners were more cooperative, disciplined, and aggressive in meeting the organizational and production challenges of wartime. Diff: 2 Page Ref: 454-455 Skill: Interpretive Topic: Changes Wrought by War 57) Analyze the costs and consequences of the Civil War for the United States. Answer: The Civil War was the most deadly in American history. Disease and lack of adequate medical care contributed to a death rate five times higher than during World War II. The war wreaked tremendous destruction on the South and led to the freedom of over 3 million slaves. The Union was secured, slavery ended, and the Republicans passed legislation to foster economic growth. The status of the conquered South and the rights of freedmen were issues to be resolved. The assassination of Lincoln deprived the nation of his leadership during Reconstruction. Diff: 2 Page Ref: 456-457 Skill: Interpretive Topic: Changes Wrought by War 157 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

IDENTIFICATION 58) In Ex parte Merryman, Chief Justice ________ of the Supreme Court ruled that if the public’s safety was endangered, only Congress had the right to suspend the writ of habeas corpus. Answer: Roger B. Taney Diff: 3 Page Ref: 430 Skill: Factual Topic: Organizing for War 59) Winfield Scott, the Union commanding general at the beginning of the Civil War, favored a cautious, long-term strategy known as the ________. Answer: Anaconda Plan Diff: 2 Page Ref: 432 Skill: Factual Topic: Clashing on the Battlefield, 1861-1862 60) The early struggle of the Civil War in the East focused on the capture of ________, the Confederacy’s capital and one of the South’s most important railroad, industrial, and munitions centers. Answer: Richmond Diff: 1 Page Ref: 433 Skill: Factual Topic: Clashing on the Battlefield, 1861-1862 61) Originally a U.S. warship, which sank as the federal navy abandoned the Norfolk Navy Yard, the Confederates raised the ________ and covered it with heavy armor. Answer: Merrimac (or Virginia) Diff: 2 Page Ref: 436 Skill: Factual Topic: Clashing on the Battlefield, 1861-1862 62) Immigrant workers in eastern cities and those who lived in the southern parts of the Midwest had little sympathy for abolitionism or blacks, supporting the antiwar stance of the Peace Democrats, often referred to as ________. Answer: Copperheads Diff: 2 Page Ref: 440 Skill: Factual Topic: Clashing on the Battlefield, 1861-1862 63) Unless rebellious states (or parts of states in rebellion) returned to the Union by January 1, 1863, the president would declare their slaves “forever free,” according to the ________. Answer: Emancipation Proclamation Diff: 1 Page Ref: 442 Skill: Factual Topic: The Tide Turns, 1863-1865 64) On July 3, 1863, General Robert E. Lee sent about 15,000 men in a gallant but futile assault, known as ________ against the Union center at the Battle of Gettysburg. Answer: Pickett’s Charge Diff: 2 Page Ref: 444 Skill: Factual Topic: The Tide Turns, 1863-1865 158 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

65) Fashionable Washington photographer ________, realizing that the camera was the “eye of history,” asked Lincoln for permission to record the war. Answer: Matthew Brady Diff: 1 Page Ref: 448 Skill: Factual Topic: Changes Wrought by War

The American People, Concise, 7e (Nash) Chapter 14 The Union Reconstructed MULTIPLE CHOICE 1) As the Allstons began to reestablish their lives after the Civil War, they found that A) all of their former slaves had fled from their plantations. B) the blacks had taken control of southern society. C) it would be fairly simple to reestablish the old patterns of society. D) new relationships would have to be established with their former slaves. Answer: D Diff: 2 Page Ref: 461-462 Skill: Interpretive Topic: American Stories 2) In trying to establish a policy for reconstruction of the South after the Civil War, A) Congress readily agreed with Lincoln’s plan. B) a conflict arose between Congress and the president about which had authority in the matter. C) Johnson finally forced Congress to adopt his plan. D) Congress rejected Lincoln’s plan. Answer: B Diff: 2 Page Ref: 464 Skill: Interpretive Topic: The Bittersweet Aftermath of War 3) In 1865, at the end of the Civil War, the Democratic party A) represented an uneasy alliance of former Whigs and Know-Nothings. B) depicted the Republicans as a group of rebels and traitors. C) ruled victoriously over the government of the United States. D) was in shambles organizationally. Answer: D Diff: 2 Page Ref: 464 Skill: Factual Topic: The Bittersweet Aftermath of War 4) In 1865, at the end of the Civil War, the southern states A) contrasted starkly with the economic prosperity of the northern states. B) readily accepted whatever reconstruction policy the North suggested. C) had been affected only slightly by the war, both socially and economically. D) quickly reestablished an industrial-based economy. Answer: A Diff: 2 Page Ref: 463 Skill: Interpretive Topic: The Bittersweet Aftermath of War

5) At the end of the Civil War, emancipated blacks A) received ownership of 40 acres of land. B) often changed their manners toward whites to demonstrate their freedom. C) mostly remained on the plantations where they had been slaves. D) immediately achieved full equality with southern whites. Answer: B Diff: 3 Page Ref: 466 Skill: Interpretive Topic: The Bittersweet Aftermath of War 6) In the years immediately following emancipation, the freedpeople A) considered securing jobs and land to be their primary goals. B) preferred to work in gangs. C) showed little interest in establishing a traditional family life. D) showed little interest in acquiring an education. Answer: A Diff: 3 Page Ref: 466 Skill: Interpretive Topic: The Bittersweet Aftermath of War 7) In the months immediately after the Civil War, the dominant emotion among southern whites was A) fear. B) anger toward plantation owners. C) sorrow. D) acceptance of blacks as equals. Answer: A Diff: 2 Page Ref: 466-467 Skill: Interpretive Topic: The Bittersweet Aftermath of War 8) During the Reconstruction Era, the “Black Codes” A) reestablished slavery. B) guaranteed freedpeople full political and civil rights. C) desegregated southern society. D) restricted the economic opportunities of the freedpeople. Answer: D Diff: 2 Page Ref: 467 Skill: Interpretive Topic: The Bittersweet Aftermath of War 9) Andrew Johnson’s plan for national reconstruction A) proved to be very lenient toward the South. B) pleased the Republican leadership in Congress. C) called for harsh treatment of the South. D) defended the interest of the planter class. Answer: A Diff: 2 Page Ref: 468 Skill: Interpretive Topic: National Reconstruction Politics

10) Radical Republicans created their own plan for Reconstruction, including A) helping freedpeople make the transition to full freedom. B) imprisoning rebel leaders. C) promoting economic diversity in the South. D) forcing southern states to pay the costs of the Civil War. Answer: A Diff: 2 Page Ref:469 Skill: Interpretive Topic: National Reconstruction Politics 11) The Fourteenth Amendment to the Constitution A) gained considerable support from President Johnson. B) became the central issue of the midterm election, because Johnson spoke against Republicans and Democrats appealed to voters’ prejudices. C) generated little controversy; all Americans endorsed it. D) joined Democrats and Republicans in a shared cause. Answer: B Diff: 2 Page Ref: 470-471 Skill: Factual Topic: National Reconstruction Politics 12) The election of 1866 was critical in determining the outcome of Reconstruction because the A) Democrats won a majority in Congress. B) Republicans were defeated in the election. C) president won great support from the people. D) Republicans won an overwhelming victory. Answer: D Diff: 3 Page Ref: 471 Skill: Interpretive Topic: National Reconstruction Politics 13) In the Reconstruction Acts of 1867, Congress A) allowed southern states to deny blacks the right to vote. B) provided for impeachment of the president. C) divided the southern states into five military districts. D) impeached President Grant. Answer: C Diff: 3 Page Ref: 471 Skill: Factual Topic: National Reconstruction Politics 14) Congress impeached President Johnson for A) the Credit Mobilier scandals. B) permitting blacks to vote. C) extramarital affairs in office. D) violating the Tenure of Office Act. Answer: D Diff: 2 Page Ref: 471, 474 Skill: Factual Topic: National Reconstruction Politics

15) During the Reconstruction period, northerners A) only reluctantly supported the idea of giving blacks the right to vote. B) generally wanted to confiscate the property of southern whites and give it to the blacks. C) enthusiastically endorsed the idea of black equality. D) opposed granting citizenship to blacks. Answer: A Diff: 3 Page Ref: 474 Skill: Interpretive Topic: National Reconstruction Politics 16) Chief among those who wanted to provide economic support for the freedpeople after the Civil War was A) U.S. Grant. B) Thaddeus Stevens. C) Abraham Lincoln. D) Andrew Johnson. Answer: B Diff: 3 Page Ref: 475 Skill: Factual Topic: National Reconstruction Politics 17) In an overall analysis, Congressional Reconstruction for the freedpeople A) provided blacks with an excellent foundation for the future. B) attracted widespread support among southern whites. C) provided economic, but not political opportunities. D) provided little economic security. Answer: D Diff: 3 Page Ref: 474-475 Skill: Interpretive Topic: National Reconstruction Politics 18) In providing aid to the blacks after the Civil War, the Freedman’s Bureau A) concentrated on helping poor whites instead of blacks. B) was characterized by mixed success. C) was generally unconcerned with black needs. D) was a total failure. Answer: B Diff: 2 Page Ref: 475-477 Skill: Interpretive Topic: The Lives of Freedpeople 19) At the end of the Reconstruction period, southern blacks in general A) dominated southern politics. B) remained economically dependent on southern whites. C) had gained effective economic independence from southern whites. D) had mostly migrated to the North. Answer: B Diff: 2 Page Ref: 477-479 Skill: Interpretive Topic: The Lives of Freedpeople

20) During the Reconstruction period, southern tenant farmers A) found it easy to gain ownership of their own land. B) united to confiscate the property of the landowners. C) generally grew almost all of what they needed for survival. D) seldom earned much money and fell into debt. Answer: D Diff: 2 Page Ref: 479-480 Skill: Factual Topic: The Lives of Freedpeople 21) During Reconstruction, poor blacks and poor whites in the South A) largely owned their own farmland. B) found economic independence through the tenant farming system. C) often became sharecroppers or tenant farmers. D) came together in harmony. Answer: C Diff: 2 Page Ref: 478-479 Skill: Interpretive Topic: The Lives of Freedpeople 22) During the Reconstruction Era, poor black southerners A) generally embraced an emotional and revivalistic religion. B) effectively combined with poor blacks to achieve political control of the southern state governments. C) tended to accept the blacks as their social equals. D) escaped from the tenant farming system. Answer: A Diff: 3 Page Ref: 480 Skill: Factual Topic: The Lives of Freedpeople 23) In an attempt to improve their condition after freedom, blacks during the Reconstruction period A) placed little emphasis on education. B) encountered little white opposition to their educational efforts. C) often worked through their churches. D) relied exclusively on the Freedman’s Bureau. Answer: C Diff: 2 Page Ref: 480-481 Skill: Interpretive Topic: The Lives of Freedpeople 24) After the Civil War, as far as education was concerned, blacks A) showed a thirst for knowledge. B) found most southern whites supportive of their desire to learn. C) had a higher percentage of school attendance than whites. D) showed little interest in formal learning. Answer: A Diff: 3 Page Ref: 481 Skill: Interpretive Topic: The Lives of Freedpeople

25) In the late nineteenth century, the black leader who continued to press for full citizenship rights for blacks in the United States was A) Felix Haywood. B) Benjamin “Pap” Singleton. C) Frederick Douglass. D) Benjamin Franklin. Answer: C Diff: 2 Page Ref: 481-482 Skill: Factual Topic: The Lives of Freedpeople 26) The Republican governments that controlled the southern states during Reconstruction were A) supported by some white southerners. B) usually more corrupt than state governments in the North. C) generally accepted by most white southerners. D) dominated by illiterate blacks. Answer: A Diff: 3 Page Ref: 482 Skill: Interpretive Topic: Reconstruction in the Southern States 27) All of the following statements describe changes made to southern education during Reconstruction EXCEPT: A) White and black school attendance increased. B) The number of public schools increased. C) Poor children were not allowed to attend school. D) Segregation in schools remained largely the norm. Answer: C Diff: 2 Page Ref: 484 Skill: Factual Topic: Reconstruction in the Southern States 28) Which of the following statements describes the corruption in the South during Reconstruction? A) It took place in railway bonds. B) It took place in construction contracts. C) It took place in land sales. D) All of the above. Answer: D Diff: 2 Page Ref: 484 Skill: Factual Topic: Reconstruction in the Southern States 29) The Republican coalition lasted longest in the A) Upper South. B) West. C) Deep South. D) Midwest. Answer: C Diff: 2 Page Ref: 484 Skill: Factual Topic: Reconstruction in the Southern States 165 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

30) Stimulated by the Civil War, many American workers during Reconstruction formed A) prisons. B) unions. C) asylums. D) railroad companies. Answer: B Diff: 2 Page Ref: 487 Skill: Factual Topic: Reconstruction in the Southern States 31) By 1868, the Republicans had changed from a party of moral reform to a party of A) material interests. B) pro-black sentiment. C) anti-southern sentiment. D) pro-Democratic party sentiment. Answer: A Diff: 2 Page Ref: 487 Skill: Factual Topic: Reconstruction in the Southern States 32) During the late 1860s as Republicans lost interest in the South, American women like Susan B. Anthony A) fought for women’s rights. B) remained at home adhering to traditional values. C) joined the U.S. Army. D) gave up on helping other women. Answer: A Diff: 2 Page Ref: 487 Skill: Interpretive Topic: Reconstruction in the Southern States 33) All of the following statements describe the Credit Mobilier scandal EXCEPT: A) President Grant was involved in the scandal. B) The scandal involved certain congressmen. C) The scandal involved a dummy corporation building transcontinental railroads. D) Congressmen received stock in the company in exchange for generous contracts. Answer: A Diff: 2 Page Ref: 488 Skill: Interpretive Topic: Reconstruction in the Southern States 34) In 1872, which of the following men became president of the United States? A) Horace Greeley B) Ulysses S. Grant C) Andrew Johnson D) Abraham Lincoln Answer: B Diff: 2 Page Ref: 488 Skill: Factual Topic: Reconstruction in the Southern States 166 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

35) Why did Reconstruction end? A) Black issues became secondary to other national priorities and interests. B) Financial panic and economic hard times distracted northerners. C) Southern white Democratic violence halted black political control. D) All of the above. Answer: D Diff: 2 Page Ref: 488-489 Skill: Interpretive Topic: Reconstruction in the Southern States 36) Which of the following states had disputed election results in the 1876 presidential election? A) Louisiana B) Florida C) South Carolina D) All of the above. Answer: D Diff: 2 Page Ref: 489 Skill: Factual Topic: Reconstruction in the Southern States TRUE/FALSE 37) When the Allstons returned to their plantation at the end of the Civil War, they were unable to regain control of their property from the freed slaves. Answer: FALSE Diff: 2 Page Ref: 490 Skill: Factual Topic: Conclusion: A Mixed Legacy 38) At the end of the Civil War, the newly freed slaves often demonstrated their independence by changing their behavior toward whites. Answer: TRUE Diff: 3 Page Ref: 466 Skill: Interpretive Topic: The Bittersweet Aftermath of War 39) Because of the loyalty of their former slaves, southern whites had little fear that the freedpeople would try to take revenge on southern white people. Answer: FALSE Diff: 2 Page Ref: 467 Skill: Interpretive Topic: The Bittersweet Aftermath of War 40) In the Memphis race riot of 1866, Union soldiers firmly defended blacks against attacks by whites. Answer: FALSE Diff: 3 Page Ref: 470 Skill: Interpretive Topic: The Bittersweet Aftermath of War

41) President Johnson vetoed Reconstruction Acts, hindered the work of the Freedman’s Bureau, and undermined congressional Reconstruction efforts in many other ways. Answer: TRUE Diff: 2 Page Ref: 468-470 Skill: Interpretive Topic: National Reconstruction Politics 42) Democratic governments created the South’s first public school systems. Answer: FALSE Diff: 2 Page Ref: 476 Skill: Factual Topic: The Lives of Freedpeople 43) Republicans increased taxes and state debts in the South during Reconstruction. Answer: TRUE Diff: 2 Page Ref: 484 Skill: Factual Topic: Reconstruction in the Southern States 44) By the 1880s, African American school attendance had decreased from 40 to 5 percent. Answer: FALSE Diff: 2 Page Ref: 484 Skill: Factual Topic: Reconstruction in the Southern States 45) Class divisions among blacks in Louisiana helped to end Reconstruction there. Answer: TRUE Diff: 2 Page Ref: 484, 486, 409 Skill: Factual Topic: Reconstruction in the Southern States 46) The primary reason for the Democrats’ return to power was violence. Answer: TRUE Diff: 2 Page Ref: 484-485 Skill: Factual Topic: Reconstruction in the Southern States ESSAY 47) Explain how blacks responded to their former masters after the Civil War had ended. Answer: Black responses to their former masters varied, as evidenced by the reaction to the Allstons when they returned to take repossession of their plantations. In general, however, many blacks left the plantations (often only for a short period of time) in order to test their new freedom. Blacks also began to show less deference to whites as expressions of their new sense of self-worth. Diff: 2 Page Ref: 465-466 Skill: Interpretive Topic: The Bittersweet Aftermath of War

48) Compare the economic conditions of the South with the economic conditions of the North during the period of Reconstruction. Answer: In 1865 the northern and southern economies starkly contrasted. The war had stimulated northern industrial development, creating a dynamic and prosperous society. Northern agriculture also prospered. In the South, devastation and destruction prevailed. Diff: 2 Page Ref: 463-464; 466-468 Skill: Interpretive Topic: The Bittersweet Aftermath of War 49) Discuss how southern whites reacted to the emancipation of blacks during the period of Reconstruction. Answer: The basic reaction of southern whites to the emancipation of blacks was one of fear and a desire to impose as many controls and restrictions on black freedom as possible. In particular, southern whites feared black revenge for their mistreatment during slavery, especially in the form of rape and other forms of violence. In an attempt to preclude these things, southern white governments passed a series of “Black Codes” to regulate and control black activities. Diff: 1 Page Ref: 466-468 Skill: Interpretive Topic: The Bittersweet Aftermath of War 50) Discuss President Johnson’s plan for reconstruction and Congress’s response to that plan. Answer: President Johnson proposed a lenient plan for Reconstruction of the southern state governments, designed to remove the planter aristocrats from political power while favoring the small farmer groups. Congress, reflecting northern public opinion, wanted a harsher reconstruction that would punish the South for causing the war, help maintain the Republican party in power, and aid the blacks. After the overwhelming victory of the Republicans in the election of 1866, Congress imposed its policies through passage of the Reconstruction Acts of 1867. Diff: 2 Page Ref: 468-471 Skill: Interpretive Topic: National Reconstruction Politics 51) Describe the general attitude of the Union soldiers stationed in the South toward blacks during Reconstruction. Support your answer by citing specific incidents that occurred during that period. Answer: Many Union soldiers, like many northerners in general, tended to view blacks as inferior. They often sympathized with whites in disputes between southern whites and blacks. This attitude was clearly displayed in the reluctance with which Union soldiers intervened to protect black lives and property during the Memphis race riot in May 1866. Diff: 3 Page Ref: 461-463 Skill: Interpretive Topic: American Stories 52) Discuss Congress’s plan for Reconstruction and explain what Congress hoped to achieve as a result of that plan. Answer: Congress’s plan for Reconstruction divided the South into five military districts and set up certain conditions that the southern states had to meet, including granting suffrage to blacks, before a state could be readmitted to the Union. Congress hoped through this plan to punish the South, aid the blacks, and, through passage of the Fourteenth and Fifteenth Amendments, ensure the continued control of the national government by the Republican party. Diff: 2 Page Ref: 469-471; 474-475 169 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Skill: Interpretive Topic: National Reconstruction Politics 53) Discuss the economic conditions of poor blacks and poor whites during the period of Reconstruction. Answer: By establishing the Freedmen’s Bureau, the national government attempted to help blacks in their transition from slavery to freedom, but Congress refused to consider the confiscation of whites’ property to provide a basis for black economic independence. As a result, both poor blacks and poor whites remained dependent on white landowners for their economic survival. Most of them became either tenant farmers or sharecroppers, producing a cash crop, usually cotton, dictated by the landowner. Diff: 2 Page Ref: 475-482 Skill: Interpretive Topic: The Lives of Freedpeople 54) Evaluate the successes and failures of the Republican administrations that controlled the southern state governments during the period of Reconstruction. Answer: Republican state governments in the South during Reconstruction made some significant strides toward more democratic political conditions and began the physical and economic rebuilding of the South. They also attempted to provide greater educational opportunities and social services for the people. White taxpayers often resented the expense of these programs, which helped both blacks and poor whites. Diff: 3 Page Ref: 482-490 Skill: Interpretive Topic: Reconstruction in the Southern States 55) Discuss the methods by which conservative white Democrats regained control of the southern state governments at the end of Reconstruction. Answer: White Democrats used violence, economic intimidation, and appeals to white supremacy to defeat Republican control of southern state governments between 1865 and 1876. These tactics were generally known as the Mississippi Plan. Diff: 2 Page Ref: 485-486 Skill: Interpretive Topic: Reconstruction in the Southern States 56) The Grant administration strongly pursued a policy of defending black rights in the South. Explain why you agree or disagree with the this statement, citing historical evidence to support your position. Answer: Most historians agree that the Grant administration did not strongly pursue a policy in defense of black rights. While Congress in 1870 and 1871 passed several acts giving the president strong powers to protect black voting rights and to suppress violence, Grant did not utilize them to any great extent. By 1872, most northern Republicans were more interested in programs promoting economic growth in the North and protecting the political power of the Republican party than in defending black rights. Diff: 2 Page Ref: 486-488 Skill: Interpretive Topic: Reconstruction in the Southern States IDENTIFICATION 57) After the Civil War, southern state governments attempted to reestablish white dominance by passing the ________. Answer: Black Codes Diff: 2 Page Ref: 467 Skill: Factual Topic: The Bittersweet Aftermath of War 170 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

58) In the House of Representatives, ________ led the opposition to President Johnson’s plan for Reconstruction. Answer: Thaddeus Stevens Diff: 2 Page Ref: 469 Skill: Factual Topic: National Reconstruction Politics 59) The ________ Amendment guaranteed civil rights for blacks. Answer: Fourteenth Diff: 3 Page Ref: 469-470 Skill: Factual Topic: National Reconstruction Politics 60) The one person Congress imprisoned as a result of the Civil War was ________. Answer: Jefferson Davis Diff: 2 Page Ref: 474 Skill: Factual Topic: National Reconstruction Politics 61) In the period after the Civil War, most rural southern blacks became either tenants or ________. Answer: sharecroppers Diff: 2 Page Ref: 478-479 Skill: Factual Topic: The Lives of Freedpeople 62) Democrats called their victory in Louisiana, “________.” Answer: Redemption Diff: 2 Page Ref: 486 Skill: Factual Topic: Reconstruction in the Southern States 63) Three ________, passed by Congress during the Grant administration, helped to protect voters from violence or fraud. Answer: Force Acts Diff: 2 Page Ref: 486 Skill: Factual Topic: Reconstruction in the Southern States 64) The Democratic party in Mississippi used a special program known as the ________ Plan to thwart Republican rule in the state. Answer: Mississippi Diff: 2 Page Ref: 486 Skill: Factual Topic: Reconstruction in the Southern States 65) In 1869, two ________ met in Utah, linking the Atlantic and the Pacific for the first time. Answer: railroads Diff: 2 Page Ref: 487 Skill: Factual 171 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Topic: Reconstruction in the Southern States

The American People, Concise, 7e (Nash) Chapter 15 The Realities of Rural America MULTIPLE CHOICE 1) Between 1860 and 1900, farmers A) used few new machines. B) rose in number as immigrants and city dwellers moved to the plains. C) contributed to national wealth with an increase from one-quarter to one-third. D) represented a smaller percentage of the labor force. Answer: D Diff: 3 Page Ref: 494 Skill: Interpretive Topic: Modernizing Agriculture 2) An important factor in transforming the nature of American agriculture after the Civil War was A) the scarcity of land in the Great Plains. B) a decrease in the size of the average American farm. C) increasing utilization of machinery. D) a decline in international markets for American farm products. Answer: C Diff: 2 Page Ref: 494 Skill: Interpretive Topic: Modernizing Agriculture 3) In general, American agriculture in the second half of the nineteenth century became A) increasingly diversified. B) less reliant on government intervention. C) less dependent on market forces. D) more dependent on market forces. Answer: D Diff: 2 Page Ref: 494-496 Skill: Interpretive Topic: Modernizing Agriculture 4) By the mid-1880s, cattle raising in the American West A) remained highly successful using open-range techniques. B) had precluded settlement of the area by farmers. C) faced numerous problems from both man and nature. D) proved highly profitable for the legendary cowboys. Answer: C Diff: 3 Page Ref: 498 Skill: Interpretive Topic: The West

5) Between 1865 and 1900, immigrants to the United States who settled on the Great Plains A) came chiefly from the Soviet Union. B) came largely from Germany, the British Isles, and Canada. C) came primarily to make their fortunes and return to their native countries. D) usually migrated as single males. Answer: B Diff: 3 Page Ref: 497 Skill: Factual Topic: The West 6) The development of agriculture in California during the late nineteenth century was characterized by A) small family farms. B) a concentration on the production of cotton. C) large profits for the original Mexican landholders. D) large-scale farming. Answer: D Diff: 2 Page Ref: 501 Skill: Interpretive Topic: The West 7) In the last three decades of the nineteenth century, Indians on the Great Plains A) accepted their removal to reservations without resistance. B) eagerly abandoned their nomadic ways for the sedentary ways of the whites. C) often fiercely resisted white settlement in the area. D) generally believed that the U.S. government had dealt fairly with them. Answer: C Diff: 2 Page Ref: 504-506 Skill: Interpretive Topic: Resolving the Native American Question 8) An important factor in the white man’s defeat of the Plains tribes was A) general agreement among the Indians not to resist white settlements in the area. B) destruction of the buffalo herds. C) the inability of the Indians to use guns. D) the Indians’ refusal to use the horse. Answer: B Diff: 2 Page Ref: 506 Skill: Interpretive Topic: Resolving the Native American Question 9) The federal government’s Indian policy between 1876 and 1900 was characterized by a(n) A) concern for the preservation of a tribal lifestyle among the Indians. B) movement to end Indian power and culture. C) program to protect and maintain the buffalo herds. D) attempt to compensate the Indians for past mistreatment. Answer: B Diff: 3 Page Ref: 505-507 Skill: Interpretive Topic: Resolving the Native American Question

10) In the years following the Civil War, weekly and monthly magazines A) soared in number as illiteracy decreased and the publishing industry advanced. B) appealed only to highly educated and cultured urban dwellers. C) suffered decreasing popularity. D) contained few, if any, illustrations. Answer: A Diff: 2 Page Ref: 508-509 Skill: Interpretive Topic: The West 11) The Dawes Act was designed to A) provide Indians with individual land ownership. B) compensate Indians for past abuses by the whites. C) guarantee blacks 40 acres and a mule. D) help the Indian preserve tribal traditions. Answer: A Diff: 1 Page Ref: 507 Skill: Factual Topic: Resolving the Native American Question 12) Those Indians who followed the Ghost Dance movement believed that A) tribal unity would prevent the white man from taking Indian lands. B) the buffalo would return and bring greatness to the tribes. C) the Indians could defeat the white man militarily. D) natural disasters would destroy the whites, but not the Indians. Answer: D Diff: 3 Page Ref: 507, 509 Skill: Interpretive Topic: Resolving the Native American Question 13) The philosophy of the New South advocates stressed A) rejection of northern investments in the South. B) a policy promoting industrialization of the southern economy. C) a return to the South’s agricultural past. D) a move toward a socialist economy. Answer: B Diff: 1 Page Ref: 510 Skill: Interpretive Topic: The New South 14) Following the Civil War and Reconstruction, the southern economy A) expanded as southerners took advantage of industrial opportunities. B) sputtered and remained dependent on the North. C) grew as the industries established earlier matured. D) flourished as cotton fields became productive again. Answer: B Diff: 1 Page Ref: 510 Skill: Interpretive Topic: The New South

15) In the period after the Civil War, southern industrial progress A) failed to occur at all. B) made the South more industrial than the North. C) was impeded by southern loyalty to the past. D) brought general prosperity to the poor people of the South. Answer: C Diff: 3 Page Ref: 510-511 Skill: Interpretive Topic: The New South 16) Under the leadership of the New South advocates, the South A) still remained economically dependent on the North. B) rejected all of its older values. C) reaped many of the benefits of industrialization. D) improved its economic position in manufacturing relative to the North. Answer: A Diff: 3 Page Ref: 510-512 Skill: Interpretive Topic: The New South 17) In the period from 1865 to 1900, southern factory workers A) seldom included children in their ranks. B) generally were required to work fewer than 40 hours a week. C) earned wages higher than similar workers in the North. D) often earned wages insufficient to support their families adequately. Answer: D Diff: 2 Page Ref: 511 Skill: Interpretive Topic: The New South 18) In the late nineteenth century, southern agriculture A) generally abandoned the cultivation of cotton. B) abandoned the crop lien system. C) remained dependent on cotton cultivation. D) was characterized by a trend toward diversification of crops. Answer: C Diff: 1 Page Ref: 511-512 Skill: Factual Topic: The New South 19) During the late nineteenth century, the Supreme Court A) declared the concept of “separate but equal” to be unconstitutional. B) strongly defended the rights of blacks under the Constitution. C) decided no important cases involving black rights. D) gradually abandoned support of black rights guaranteed by the Constitution. Answer: D Diff: 3 Page Ref: 513 Skill: Interpretive Topic: The New South

20) According to the Plessy v. Ferguson decision, A) black voters could be disfranchised through the “good character” clause. B) the races could be separated but equal accommodations must be provided. C) separate facilities for blacks and whites were illegal. D) segregation laws violated the Fourteenth Amendment. Answer: B Diff: 1 Page Ref: 514 Skill: Factual Topic: The New South 21) Between 1865 and 1900, black workers in the South A) found more opportunities in the industrializing southern cities. B) were often excluded from industrial jobs. C) seldom engaged in agricultural labor. D) increased among the skilled laborers. Answer: B Diff: 3 Page Ref: 511-512 Skill: Interpretive Topic: The New South 22) Chief leader of the moderate approach to achieving black rights within American society was A) Ida B. Wells. B) W.E.B. Du Bois. C) T. Thomas Fortune. D) Booker T. Washington. Answer: D Diff: 1 Page Ref: 516 Skill: Factual Topic: The New South 23) What were the main tenets of the Afro-American League? A) independent voting B) desegregation C) anti-lynching D) All of the above. Answer: D Diff: 2 Page Ref: 515 Skill: Factual Topic: The New South 24) In December of 1890, the National Alliance gathered in Ocala, A) South Carolina. B) Florida. C) North Carolina. D) Virginia. Answer: B Diff: 2 Page Ref: 517-518 Skill: Factual Topic: Farm Protest

25) Which of the following groups were not welcome in the People’s Party in the South? A) African Americans. B) Irish Americans. C) British Americans. D) Canadians Answer: A Diff: 2 Page Ref: 517 Skill: Factual Topic: Farm Protest 26) To contribute to the Grange movement, black farmers in 1888 founded the A) National Association for the Advancement of Colored People. B) Afro-American League. C) Colored Farmer’s Alliance. D) Citizen’s Equal Rights Association. Answer: C Diff: 2 Page Ref: 518 Skill: Factual Topic: Farm Protest 27) What did the Ocala Platform call for? A) the direct election of senators B) a lower tariff C) a subtreasury system D) All of the above. Answer: D Diff: 2 Page Ref: 519 Skill: Factual Topic: Farm Protest 28) All of the following describe the functioning of the Interstate Commerce Commission EXCEPT A) thousands of cases overwhelmed its tiny staff. B) the ICC proved to be highly effective. C) the ICC brought offenders into federal court for lengthy proceedings. D) the ICC’s authority was limited to commerce that crossed state lines. Answer: B Diff: 2 Page Ref: 517 Skill: Factual Topic: Farm Protest 29) “Jim Crow” laws in the South imposed segregation in A) transportation. B) education. C) recreation. D) All of the above. Answer: D Diff: 2 Page Ref: 514 Skill: Factual Topic: The New South

30) In 1900, roughly 84 percent of African Americans worked in A) the hotel industry. B) manufacturing. C) agriculture. D) shipping. Answer: C Diff: 2 Page Ref: 514 Skill: Factual Topic: The New South 31) In the mid-1880s, African American workers in the South enthusiastically joined the A) Knights of Labor. B) American Federation of Labor. C) Populist Party. D) Democratic Party. Answer: A Diff: 2 Page Ref: 514 Skill: Factual Topic: The New South 32) Ed Coy, like more than 1,400 black men in the 1890s, was killed by a southern white A) firing squad. B) lynch mob. C) sheriff. D) child. Answer: B Diff: 2 Page Ref: 514 Skill: Factual Topic: The New South TRUE/FALSE 33) The stories of the Leepers and Ebbesons illustrate some of the problems confronting rural America in the last part of the nineteenth century. Answer: TRUE Diff: 2 Page Ref: 492-493 Skill: Applied Topic: American Stories 34) During the late nineteenth century, international conditions had little effect on the American farmer. Answer: FALSE Diff: 3 Page Ref: 496 Skill: Interpretive Topic: Modernizing Agriculture 35) Those who settled the Great Plains generally found life easy and free from major problems. Answer: FALSE Diff: 2 Page Ref: 499 Skill: Interpretive Topic: Modernizing Agriculture

36) Blacks founded all-black towns in the Midwest, West, and even in Mexico, and most towns are still going strong today. Answer: FALSE Diff: 2 Page Ref: 515 Skill: Factual Topic: The New South 37) At the Tuskegee Institute, founded by Booker T. Washington, blacks received a highly disciplined education based on the skilled and unskilled trades. Answer: TRUE Diff: 2 Page Ref: 516 Skill: Factual Topic: The New South 38) Frederick Douglass, who helped defeat slavery and cement blacks to the Republican party, died in 1875. Answer: FALSE Diff: 2 Page Ref: 515 Skill: Factual Topic: The New South 39) Many farmers, black and white, realized after the Civil War that labor gains could be made only through solitary and individual action. Answer: FALSE Diff: 2 Page Ref: 514, 517 Skill: Factual Topic: The New South 40) The Depression of the 1870s helped to galvanize the nation’s southern and western farmers into action. Answer: TRUE Diff: 2 Page Ref: 517 Skill: Factual Topic: Farm Protest 41) In 1887, Congress passed the Interstate Commerce Act to regulate railroad rates. Answer: TRUE Diff: 2 Page Ref: 517 Skill: Factual Topic: Farm Protest 42) The Interstate Commerce Act created the nation’s first regulatory commission, the Interstate Commerce Commission. Answer: TRUE Diff: 2 Page Ref: 517-518 Skill: Factual Topic: Farm Protest

ESSAY 43) Discuss the major problems that the American farmer faced during the last half of the nineteenth century. Answer: During the late nineteenth century, the American farmer increasingly became market-oriented and, hence, subject to the laws of supply and demand. Overproduction led to a decline in farm prices, while the farmer suffered from monopolistic practices of the railroads and grain storage companies, as well as the hard money policies of the federal government that made it difficult for many of them to pay the debts they had made to purchase more land and agricultural machinery. Diff: 2 Page Ref: 494-497 Skill: Interpretive Topic: Modernizing Agriculture 44) Discuss the major changes that occurred in American agriculture during the last half of the nineteenth century. Answer: Mechanization greatly affected American agriculture in the late nineteenth century, encouraging specialization in agricultural production. Farms tended to become larger, leading to the emergence of the bonanza farms, especially in the West. Development of the refrigerated rail car encouraged the production of fruits and vegetables in California. Overall, farming became more of a business, with less emphasis on self-sufficiency. Diff: 2 Page Ref: 494-496 Skill: Interpretive Topic: Modernizing Agriculture 45) Discuss the conditions and developments that affected the cattle industry during the last half of the nineteenth century. Answer: After the Civil War cattle raising moved into the Great Plains area. At first, open-range ranching prevailed, but overgrazing and natural disasters brought its collapse in the 1880s. During this era the cowboy became a major figure, herding the longhorn cattle to the railheads in Kansas. After the disasters of the 1880s, ranchers turned to scientific husbandry by fencing lands and improving breeds, hence the quality of their product. Diff: 3 Page Ref: 498 Skill: Interpretive Topic: The West 46) Contrast the white perspective toward the Indians living on the Great Plains during the late nineteenth century with the Indians’ view of white settlement in that area during the same period. Answer: Whites, eager to exploit the economic opportunities of the Great Plains after the Civil War, expected the Indians to adopt the cultural values of the whites. The U.S. Army was assigned the duty of converting the Indians to white ways or of exterminating them. The Indians, on the other hand, believed that the land belonged to them. Wanting to maintain their traditional culture, they resisted white attempts to force them off their land and to convert them to white ways. Eventually, the Indians were forced onto reservations. Diff: 2 Page Ref: 504-507 Skill: Interpretive Topic: Resolving the Native American Question

47) Discuss the concept of the Ghost Dance and explain why you think that some Indians ultimately resorted to it in their confrontation with white settlers on the Great Plains during the late nineteenth century. Answer: By the 1890s the Indians throughout the Great Plains were on the defensive against the white campaign to place them on reservations. The firepower of the United States army had overwhelmed them. In their desperation, some of them heeded the message of prophets who claimed that a return to traditional values would protect them from destruction by the whites. Essentially, as unrealistic as it was, it represented their last hope to prevent the destruction of their culture. Diff: 3 Page Ref: 507, 509 Skill: Interpretive Topic: Resolving the Native American Question 48) Discuss the goals of the New South advocates and evaluate the extent to which the South achieved those goals during the last half of the nineteenth century. Answer: The primary goal of the New South advocates was to encourage economic prosperity in the South through support of a policy of industrialization. To achieve this, they sought investment from northern and foreign sources. While their policy did result in some industrial development, the South never came near to challenging the North industrially. Many of the profits from this development went to outside investors or the New South advocates. It did little to improve the lot of the average southerner, who remained wedded to the production of cotton. Diff: 2 Page Ref: 510-512 Skill: Interpretive Topic: The New South 49) Imagine that you were a white tenant farmer in the South during the late nineteenth century. Describe the conditions of your existence at that time. Answer: The typical white tenant farmer in the South during the late nineteenth century would have rented land from a large landowner. He would have had to borrow money or purchase goods on credit in order to survive until he could sell his crop. To obtain credit he would have had to mortgage his crop, usually cotton, to a local merchant, to whom he would have to sell the crop when it matured. If the crop did not bring enough to cover what he had borrowed, he would begin the next year in debt. His life was a cycle of debt and poverty. Diff: 2 Page Ref: 512 Skill: Interpretive Topic: The New South 50) Describe the conditions of blacks in the South during the late nineteenth century and discuss how blacks and their leaders attempted to cope with those circumstances. Answer: The late nineteenth century represented a low point in the conditions of black existence in the American South. Southern whites passed a series of laws segregating blacks and restricting their political and civil rights. Blacks remained economically dependent on whites. Black leaders responded in several ways. Some, such as Frederick Douglass, W.E.B. Du Bois, and Booker T. Washington believed that blacks could eventually achieve equality with whites. Others believed that could never happen and advised abandoning the United States. Diff: 2 Page Ref: 512-515 Skill: Interpretive Topic: The New South

51) Trace the attempts of the farmers to organize during the late nineteenth century as a means of confronting the economic and social problems they faced during that period. Answer: In the 1860s and 1870s farmers organized the Grange, and with some success brought pressure on state legislatures to regulate the practices of the railroads and grain elevator companies. With the decline of the Grange in the 1880s, the Southern Farmers’ Alliance attempted to organize farmers to confront their problems through political action and cooperatives. By the 1890s, some farm groups came to believe it was necessary to form a third political party to try to achieve the political agenda of the farmers. Diff: 2 Page Ref: 516-520 Skill: Interpretive Topic: Farm Protest 52) Discuss how magazines shaped (or reflected) the American public’s image of the West. Answer: Pictures that accompanied stories of the West illustrated Indians as savages, while actions of the U.S. Army were justified. The reader would be unlikely to have any sympathy for the Indians’ plight. Diff: 3 Page Ref: 508-509 Skill: Interpretive Topic: Resolving the Native American Question IDENTIFICATION 53) Most of the longhorn cattle slaughtered for the urban markets of the East came originally from the state of ________. Answer: Texas Diff: 2 Page Ref: 498 Skill: Factual Topic: The West 54) Frederick Jackson Turner considered the end of the ________ a milestone in United States history. Answer: frontier Diff: 2 Page Ref: 497-498 Skill: Interpretive Topic: The West 55) The tactic of seeking out Indians who divided into small groups during the winter in order to exterminate them was introduced by ________. Answer: General Philip Sheridan Diff: 3 Page Ref: 505 Skill: Factual Topic: Resolving the Native American Question 56) When a band of Sioux Indians left their reservation in December 1890, many of them were massacred by the U.S. Army at ________. Answer: Wounded Knee Creek Diff: 2 Page Ref: 507 Skill: Factual Topic: Resolving the Native American Question

57) In the 1890s, black leaders lobbied to make the ________ an all-black state. Answer: Oklahoma Territory Diff: 2 Page Ref: 515 Skill: Factual Topic: The New South 58) In 1894, Bishop Henry Turner founded the ________. Answer: International Migration Society Diff: 2 Page Ref: 515 Skill: Factual Topic: The New South 59) The first ________ Conference was held in London in 1900. Answer: Pan-African Diff: 2 Page Ref: 515 Skill: Factual Topic: The New South 60) W.E.B. Du Bois became the first black man to receive a Ph.D. from ________. Answer: Harvard Diff: 2 Page Ref: 515 Skill: Factual Topic: The New South 61) In 1903, Du Bois published ____________a major analysis of race in America. Answer: The Souls of Black Folk Diff: 2 Page Ref: 516 Skill: Factual Topic: The New South 62) The first attempt to collectively organize farmers came in 1867 when ________ founded the Order of the Patrons of Husbandry. Answer: Oliver Kelley Diff: 2 Page Ref: 516 Skill: Factual Topic: Farm Protest 63) The most valuable crop in California in the late 1800s was ________. Answer: wheat Diff: 2 Page Ref: 501 Skill: Factual Topic: The West 64) The first and best-known mining discovery in the United States took place in ________. Answer: California Diff: 2 Page Ref: 501 Skill: Factual Topic: The West

65) John Muir helped to establish ________ National Park. Answer: Yosemite Diff: 2 Page Ref: 503 Skill: Factual Topic: The West

The American People, Concise, 7e (Nash) Chapter 16 The Rise of Smokestack America MULTIPLE CHOICE 1) The reaction of the Senate investigating committee to Thomas O’Donnell’s testimony concerning his living and working conditions indicated that the senators A) were prepared to take immediate action to remedy his circumstances. B) would support a public housing bill. C) clearly understood and sympathized with his problems. D) had little understanding of the world in which he lived. Answer: D Diff: 2 Page Ref: 522-524 Skill: Interpretive Topic: American Stories 2) An important factor promoting industrial development in the United States during the last half of the nineteenth century was A) a shift from the use of steam to electricity as the major source of power. B) regulation of the railroads. C) technological innovations. D) an increase in the size of the average American family. Answer: C Diff: 2 Page Ref: 525 Skill: Interpretive Topic: The Texture of Industrial Progress 3) The Bessemer process A) converted steam into power. B) enabled steel manufacturers to reduce injuries. C) transformed iron into steel more efficiently. D) made a stronger, but more expensive steel. Answer: C Diff: 2 Page Ref: 525 Skill: Interpretive Topic: The Texture of Industrial Progress 4) Important in facilitating the conversion of American industry to mass production was A) reduction in the use of coal. B) a shift to the use of steam power. C) increased use of water power. D) an increase in the number of small businesses. Answer: B Diff: 2 Page Ref: 525 Skill: Factual Topic: The Texture of Industrial Progress

5) One of the first businesses to reflect the advantages and problems associated with the corporate structure was the ________ industry. A) oil B) railroad C) steel D) milling Answer: B Diff: 2 Page Ref: 526 Skill: Factual Topic: The Texture of Industrial Progress 6) An important factor in the rapid development of industry in the United States during the last half of the nineteenth century was A) increasing competition in the oil business. B) the availability of capital for investment purposes. C) effective regulation of monopolistic business practices by the national government. D) a stable economic cycle. Answer: B Diff: 2 Page Ref: 528 Skill: Interpretive Topic: The Texture of Industrial Progress 7) The transformation of the American economy during the late nineteenth century resulted in A) a stabilization of the economic cycle. B) an increase in farm prices. C) increased instability in the economic cycle. D) an end to depressions in the United States. Answer: C Diff: 3 Page Ref: 527 Skill: Interpretive Topic: The Texture of Industrial Progress 8) An important consequence of industrialization in the United States was A) increased migration from the city to the farm. B) widespread unemployment. C) a decline in immigration to the United States. D) an increase in the size of the American family. Answer: B Diff: 2 Page Ref: 529 Skill: Interpretive Topic: The Texture of Industrial Progress 9) The “new immigrants” whose migration to the United States increased after 1880 came mainly from A) northern and western Europe. B) southern and eastern Europe. C) southeast Asia. D) China. Answer: B Diff: 1 Page Ref: 531 Skill: Factual Topic: Industrial Work and the Laboring Class 186 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

10) Black Americans who lived in the North between 1865 and 1900 A) enjoyed full economic opportunity with northern whites. B) experienced racial discrimination in employment. C) quickly lost interest in their religious institutions in their new urban setting. D) returned en masse to the South. Answer: B Diff: 2 Page Ref: 537 Skill: Interpretive Topic: Industrial Work and the Laboring Class 11) After the Civil War, the American middle class A) had less leisure time than before the war. B) demonstrated less interest in shopping than the working class. C) enjoyed rising incomes. D) found fewer job opportunities. Answer: C Diff: 2 Page Ref: 541 Skill: Interpretive Topic: Strive and Succeed 12) During the late nineteenth century, the American middle class generally A) found few new products on which to spend its increased income. B) saw a decline in its standard of living. C) enjoyed an improvement in its standard of living. D) could maintain its standard of living with fewer members of the family employed. Answer: C Diff: 3 Page Ref: 541 Skill: Interpretive Topic: Strive and Succeed 13) In the years from 1865 to 1900, American middle-class women A) failed to gain any new freedoms. B) gained new opportunities. C) had less access to higher education than before the Civil War. D) were forced to work primarily as servants. Answer: B Diff: 3 Page Ref: 541-542 Skill: Interpretive Topic: Strive and Succeed 14) One reason that American women enjoyed greater freedom after the Civil War than before was because A) the divorce rate declined. B) they were having fewer babies. C) they were readily accepted into professional occupations. D) most American men accepted the new role of women outside the home. Answer: B Diff: 3 Page Ref: 541-542 Skill: Interpretive Topic: Strive and Succeed 187 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

15) In the years from 1865 to 1900, middle-class men in America enjoyed A) fewer career opportunities in the professions. B) greater job opportunities. C) greater opportunities as doctors and lawyers but not as engineers and architects. D) few educational opportunities. Answer: B Diff: 3 Page Ref: 542-543 Skill: Interpretive Topic: Strive and Succeed 16) The social ethic that prevailed in late nineteenth-century America stressed that A) social class should determine social rank. B) greed had more to do with success than good character did. C) economic success was available to anyone who worked hard. D) family background should determine social rank. Answer: C Diff: 2 Page Ref: 542 Skill: Interpretive Topic: Strive and Succeed 17) Success and upward mobility in late nineteenth-century America were generally A) more available to native-born, middle-class whites. B) unlimited and equal for anyone, regardless of background. C) out of reach for hard-working immigrants. D) mythic and had no basis in reality. Answer: A Diff: 3 Page Ref: 542 Skill: Interpretive Topic: Strive and Succeed 18) An important factor influencing industrial work in late nineteenth-century America was A) increased demand for skilled labor as opposed to unskilled labor. B) the decline of mass production. C) ethnic diversity. D) the ease with which native-born and immigrant workers cooperated. Answer: C Diff: 3 Page Ref: 531 Skill: Interpretive Topic: Industrial Work and the Laboring Class 19) Among working-class Americans, native-born Protestants A) competed with the Irish for the lower-ranking jobs. B) were generally displaced from skilled jobs by immigrants. C) filled most of the middle ranks of the occupational structure. D) held a larger share of the skilled jobs. Answer: D Diff: 2 Page Ref: 533 Skill: Factual Topic: Industrial Work and the Laboring Class

20) During the late nineteenth century, work in industrial America A) required more skilled labor. B) changed in its nature. C) was little affected by ethnic diversity. D) placed a high priority on craftsmanship. Answer: B Diff: 2 Page Ref: 524 Skill: Interpretive Topic: The Texture of Industrial Progress 21) In general, between 1865 and 1900, working-class Americans A) enjoyed the benefits of unemployment insurance. B) substantially increased their share of the total wealth of the economy. C) derived some benefits from the economic developments of the period. D) could usually find steady work even though wages were low. Answer: C Diff: 3 Page Ref: 530 Skill: Interpretive Topic: Industrial Work and the Laboring Class 22) By the end of the nineteenth century, the American working class A) generally benefited from unemployment insurance. B) became influenced by new immigrants from Europe. C) consisted almost exclusively of skilled workers. D) generally enjoyed steady employment. Answer: B Diff: 2 Page Ref: 533 Skill: Interpretive Topic: Industrial Work and the Laboring Class 23) Among the families of industrial workers during the late nineteenth century, A) domestic servants enjoyed the greatest freedom and benefits. B) white married women often worked outside the home. C) few married white women worked outside the home. D) children were seldom expected to work. Answer: C Diff: 3 Page Ref: 537 Skill: Interpretive Topic: Industrial Work and the Laboring Class 24) Unlike married white women, married black women in late nineteenth-century America A) showed greater concern that their children remain with them. B) had more favorable employment opportunities. C) were more often forced by societal conditions to work outside the house. D) were unable to marry because of their economic situation. Answer: C Diff: 3 Page Ref: 537 Skill: Interpretive Topic: Industrial Work and the Laboring Class

25) In the era between 1865 and 1900, American workers A) successfully unionized the majority of the workforce. B) seldom used the strike. C) passively accepted their working conditions. D) often protested against their working conditions. Answer: D Diff: 2 Page Ref: 537 Skill: Interpretive Topic: Capital vs. Labor 26) The primary goals of the typical worker in the United States in the last quarter of the nineteenth century were A) unlimited riches and benefits. B) to support socialist revolutions. C) respectable wages and humane conditions. D) highly competitive workplaces. Answer: C Diff: 2 Page Ref: 537-538 Skill: Interpretive Topic: Capital vs. Labor 27) All of the following statements describe the Great Railroad Strike of 1877 EXCEPT: A) The strike was the first and bloodiest strike of the era. B) The strike began as a result of a reduction in wages by company owners. C) The strike spread throughout the nation. D) The strike spread to Latin America and Europe. Answer: D Diff: 2 Page Ref: 538 Skill: Interpretive Topic: Capital vs. Labor 28) Which of the following issues did the National Labor Union support? A) temperance B) women’s rights C) labor cooperatives D) All of the above. Answer: D Diff: 2 Page Ref: 539 Skill: Interpretive Topic: Capital vs. Labor 29) All of the following describes the American Federation of Labor EXCEPT: A) It organized skilled trade workers. B) It emphasized “bread and butter” issues, such as higher wages. C) It had one million members by 1900. D) It welcomed African American workers. Answer: D Diff: 2 Page Ref: 540 Skill: Interpretive Topic: Capital vs. Labor

30) The Homestead strike took place in the industrial field of A) oil. B) textile. C) mining. D) steel. Answer: D Diff: 2 Page Ref: 539 Skill: Interpretive Topic: Capital vs. Labor 31) The Homestead strike included all of the following developments EXCEPT: A) The outcome of the strike was a major blow for organized labor. B) Frick hired private guards to keep workers away from the factory. C) Andrew Carnegie, the owner of Homestead, was killed. D) Carnegie and Frick wanted to break the new union at the plant. Answer: C Diff: 2 Page Ref: 539 Skill: Interpretive Topic: Capital vs. Labor 32) What internal divisions did unions experience in the late 1800s and early 1900s? A) Diverse work settings divided workers. B) Ethnic differences divided workers. C) Class and interest-based differences divided skilled from unskilled workers. D) All of the above. Answer: D Diff: 2 Page Ref: 534 Skill: Interpretive Topic: Industrial Work and the Laboring Class 33) In 1882, as part of a wave of anti-immigrant sentiment, Congress passed the A) Chinese Exclusion Act. B) American Railway Act. C) Clayton Anti-trust Act. D) Strike Act. Answer: A Diff: 2 Page Ref: 532 Skill: Factual Topic: Industrial Work and the Laboring Class TRUE/FALSE 34) The development and production of hard steel during the late nineteenth century fueled economic growth. Answer: TRUE Diff: 2 Page Ref: 525 Skill: Factual Topic: The Texture of Industrial Progress

35) Because of the rapid growth of the economy during the late nineteenth century, there was little unemployment among American workers during that period. Answer: FALSE Diff: 2 Page Ref: 529 Skill: Interpretive Topic: The Texture of Industrial Progress 36) In the period between the Civil War and the turn of the century, there was a general increase in the size of the American family. Answer: FALSE Diff: 2 Page Ref: 542 Skill: Factual Topic: Strive and Succeed 37) Between 1881 and 1905, there were over 36,000 strikes by more than 6 million workers in the U.S. Answer: TRUE Diff: 2 Page Ref: 538 Skill: Factual Topic: Capital vs. Labor 38) The great railroad strike took place in 1887. Answer: FALSE Diff: 2 Page Ref: 538 Skill: Factual Topic: Capital vs. Labor 39) Private companies resorted to state power to crush labor strikes during the era. Answer: TRUE Diff: 2 Page Ref: 539 Skill: Factual Topic: Capital vs. Labor 40) The Knights of Labor denied African Americans entry into its ranks. Answer: FALSE Diff: 2 Page Ref: 540 Skill: Factual Topic: Capital vs. Labor 41) Occupational mobility was unlimited for immigrants and non-white groups in the late nineteenth and early twentieth centuries. Answer: FALSE Diff: 2 Page Ref: 533 Skill: Factual Topic: Industrial Work and the Laboring Class

ESSAY 42) Discuss the major factors that promoted the development of industrialization in the United States during the late nineteenth century. Answer: Technological innovation and the development of heavy industry spurred industrialization. Construction of the transcontinental railroads nationalized the American economy, making it possible for companies to expand their operations nationwide. Available capital also was an important factor in promoting industrialization in late nineteenth-century America. Diff: 2 Page Ref: 524-525 Skill: Interpretive Topic: The Texture of Industrial Progress 43) Discuss the development of the railroad business during the last half of the nineteenth century in the United States and explain how railroad companies manifested the structure and problems of American corporations during that period. Answer: Railroads pioneered big business in the United States because of the huge costs of construction, maintenance, and operation. They attempted to limit competition in order to insure stability and profits. Because of the size of their operations, railroads had to devise new management techniques to rationalize their business practices. Railroads also attempted to keep labor cost low, promoting much labor unrest. Most other large corporations followed the practices established by the railroads. Diff: 3 Page Ref: 526-527 Skill: Interpretive Topic: The Texture of Industrial Progress 44) Discuss the characteristics of the American population in the late nineteenth century and analyze the nature of immigration into the country during that period. Answer: Between 1865 and 1900, the American population increased and became more ethnically diverse. The population increase derived largely from immigration because family size continued to decline after the Civil War. The urban population increased sharply due both to immigration and migration of rural Americans to the city. Composition of the immigrant groups changed, as immigration lessened from traditional areas in northern and western Europe and increased from southern and eastern Europe, Mexico, and China. Diff: 2 Page Ref: 530-533 Skill: Interpretive Topic: Industrial Work and the Laboring Class 45) Assume you were a member of a working-class American family during the late nineteenth century. Describe the conditions under which your family would probably have lived. Answer: Urban working-class Americans in the late nineteenth century usually lived near the factories where they worked, with the factories generally located near the center of the city. Conditions were crowded and unsanitary. Housing often lacked running water and proper sewage facilities. Community life, however, prospered, alleviating some of the drabness of the living conditions. The lifestyle in these neighborhoods varied according to the ethnic population which predominated in them. Diff: 2 Page Ref: 534-535 Skill: Applied Topic: Industrial Work and the Laboring Class

46) Discuss the lifestyle of the typical middle-class American woman during the late nineteenth century. Answer: The typical middle-class American woman during the late nineteenth century enjoyed more freedom than before the Civil War, especially greater purchasing power and more leisure time. Job opportunity was, however, still limited primarily to social services and teaching. Middle-class women enjoyed increased educational opportunities, and a few overcame barriers to join traditional maledominated professions. They also bore fewer children. Much resistance existed to increasing female independence. Diff: 2 Page Ref: 541-542 Skill: Interpretive Topic: Strive and Succeed 47) Assume you were a middle-class American man residing in an industrial city during the late nineteenth century. Describe the values you might hold and the opportunities which might be open to you. Answer: The typical middle-class American male residing in an industrial city during the late nineteenth century would have enjoyed greater opportunities for social and economic mobility and would probably have embraced the success ethic. Increased access to higher education would have prepared him for specialized professions such as law, finance, architecture, and insurance. The white, Anglo-Saxon, Protestant male, however, would have had the advantage in terms of opportunity and mobility. Diff: 2 Page Ref: 542 Skill: Applied Topic: Strive and Succeed 48) Discuss the composition of the American industrial working class during the late nineteenth century and indicate the hierarchy of jobs among the various groups that composed that working class. Answer: The American industrial working class during the late nineteenth century was characterized by ethnic diversity, with at least half being foreign-born and unskilled. Native-born, white Protestants usually held the best-paying skilled jobs, while skilled northern European immigrants occupied the middle rank. Unskilled workers from southern and eastern European countries provided the heavy labor, while blacks served at the very lowest levels as janitors, servants, and laborers. Diff: 2 Page Ref: 533-534 Skill: Interpretive Topic: Industrial Work and the Laboring Class 49) Suppose you were a typical industrial worker in the United States during the late nineteenth century. Describe the conditions under which you would probably be working. Answer: The typical industrial worker in the United States between 1865 and 1900 would have been subject to the dictates of some kind of machine. He probably would have been isolated from other workers and have been paid by the piece. His working day would have been long, usually 10 hours a day, six days a week, and his working conditions would have been hazardous. His job in all probability would have been monotonous and specialized. He would also have been subject to the whims of the foreman. Diff: 2 Page Ref: 534-535 Skill: Applied Topic: Industrial Work and the Laboring Class

50) Discuss the various means by which industrial workers in late nineteenth-century America protested against what they considered to be unsatisfactory working conditions. Answer: In the last three decades of the nineteenth century, American industrial workers protested in a variety of ways against what they believed to be unsatisfactory working conditions. They would establish informal production quotas to prevent overproduction, an overly fast pace of work, and layoffs. They denounced other workers who worked at a faster pace. Absenteeism, drunkenness, and inefficiency also represented protests, while some workers made the final protest by quitting their jobs. They also formed unions and engaged in strikes. Diff: 2 Page Ref: 537-539 Skill: Interpretive Topic: Capital vs. Labor 51) Trace the attempts to organize American industrial labor on a national scale during the late nineteenth century and evaluate the success of those attempts. Answer: After the Civil War, organization of the National Labor Union represented the first attempt in the United States to form a national labor union. When it failed, the Knights of Labor emerged to take its place, but internal weakness and public reaction to labor violence caused it to decline. The American Federation of Labor then formed, stressing bread-and-butter unionism more compatible with American traditions. Nevertheless, public opinion, government policy, and the courts tended to oppose unionization. Diff: 3 Page Ref: 539-541 Skill: Interpretive Topic: Capital vs. Labor IDENTIFICATION 52) When ________ introduced the Bessemer process in his plants, the price of steel dropped. Answer: Andrew Carnegie Diff: 3 Page Ref: 525 Skill: Factual Topic: The Texture of Industrial Progress 53) The individual who helped establish new management techniques for railroad companies, and hence other American corporations, during the late nineteenth century was ________. Answer: Daniel McCallum Diff: 3 Page Ref: 527 Skill: Factual Topic: The Texture of Industrial Progress 54) Using the strategy of horizontal integration, ________ achieved a near monopoly of the oil industry in late nineteenth-century America. Answer: John D. Rockefeller Diff: 2 Page Ref: 527 Skill: Factual Topic: The Texture of Industrial Progress 55) The _____________ day became a cornerstone of the labor movement in the late 1800s. Answer: eight-hour Diff: 2 Page Ref: 532 Skill: Factual Topic: Industrial Work and the Laboring Class

56) In 1886, the ________ bombing helped to increase the ranks of organized labor. Answer: Haymarket Square Diff: 2 Page Ref: 540 Skill: Factual Topic: Capital vs. Labor 57) In 1900, the International ________ Union was formed as an offshoot of the AFL. Answer: Ladies’ Garment Workers Diff: 2 Page Ref: 541 Skill: Factual Topic: Capital vs. Labor 58) In 1892, ________ in Coeur d’Alene, Idaho, struck for higher wages. Answer: silver miners Diff: 2 Page Ref: 538 Skill: Factual Topic: Capital vs. Labor 59) The ____________ attempted to wrestle an eight-hour day from mining companies. Answer: Western Federation of Miners Diff: 2 Page Ref: 538 Skill: Factual Topic: Capital vs. Labor 60) White workers in the West blamed the ________ for economic hardships. Answer: Chinese Diff: 2 Page Ref: 532 Skill: Factual Topic: Industrial Work and the Laboring Class

The American People, Concise, 7e (Nash) Chapter 17 The New Metropolis MULTIPLE CHOICE 1) By 1900, the number of Americans who lived in cities had grown to ________ percent. A) 20 B) 30 C) 40 D) 50 Answer: C Diff: 2 Page Ref: 557 Skill: Interpretive Topic: The Industrial City 2) Manufacturing shifted to cities as power systems shifted from water to A) steam. B) electricity. C) nuclear. D) solar. Answer: A Diff: 2 Page Ref: 557 Skill: Interpretive Topic: The Industrial City 3) In the working-class neighborhoods of American industrial cities in the three decades after the Civil War, A) ethnic groups often gathered in a particular area. B) there was no intermingling of ethnic groups. C) working families were unable to create any kind of community life because of the deplorable conditions. D) living conditions were generally sanitary and healthy. Answer: A Diff: 3 Page Ref: 550 Skill: Interpretive Topic: The Industrial City 4) Much of the population growth in northeastern cities in the late nineteenth and early twentieth century came from A) Latin America. B) Asia C) Northern Europe. D) Southern and Eastern Europe. Answer: D Diff: 3 Page Ref: 557 Skill: Interpretive Topic: The Industrial City

5) In 1886, workers erected the American urban landmark known as the A) Golden Gate Bridge. B) Statue of Liberty. C) Liberty Bell. D) Twin Towers. Answer: B Diff: 3 Page Ref: 557 Skill: Factual Topic: The Industrial City 6) The Chinese met with a violent backlash in the state of A) Massachusetts. B) New York. C) New Jersey. D) California. Answer: D Diff: 3 Page Ref: 557 Skill: Interpretive Topic: The Industrial City 7) Many rural Americans entering cities had been pushed out of agricultural labor by A) Latin American labor competition. B) Asian American immigration. C) African American sharecroppers. D) the invention of machinery. Answer: D Diff: 3 Page Ref: 557 Skill: Interpretive Topic: The Industrial City 8) Immigrants in cities were joined by A) rural Americans. B) timber workers. C) Native Americans. D) European monarchs. Answer: A Diff: 3 Page Ref: 558 Skill: Factual Topic: The Industrial City 9) In 1871, a fire destroyed the city of A) San Francisco. B) Buffalo. C) Chicago. D) New Orleans. Answer: C Diff: 3 Page Ref: 559 Skill: Factual Topic: The Industrial City

10) Between 1870 and 1890, the population doubled in the city of A) San Francisco. B) Buffalo. C) Chicago. D) New Orleans. Answer: A Diff: 3 Page Ref: 559 Skill: Factual Topic: The Industrial City 11) Atlanta was known as the “Chicago of the South” because of its proximity to a A) nuclear power plant. B) railroad hub. C) stockyards. D) high mountains. Answer: B Diff: 3 Page Ref: 559 Skill: Factual Topic: The Industrial City 12) In 1891, the second largest city in the West, behind San Francisco, was A) Portland. B) San Diego. C) Los Angeles. D) Medford. Answer: A Diff: 3 Page Ref: 561 Skill: Factual Topic: The Industrial City 13) All of the following are true regarding urban bosses EXCEPT they A) received bribes and kickbacks. B) helped run city services and political machines. C) were charismatic personalities. D) were rarely corrupt. Answer: D Diff: 3 Page Ref: 561 Skill: Factual Topic: The Industrial City 14) One of the most famous political machines was New York’s A) Ryker’s Island. B) Brooklyn Cohort. C) Tammany Hall. D) Chicago Club. Answer: C Diff: 3 Page Ref: 562 Skill: Factual Topic: The Industrial City

15) Voter turnout in the 1880s hovered around _______ percent. A) 78.5 B) 65 C) 54.5 D) 33.5 Answer: A Diff: 3 Page Ref: 562 Skill: Factual Topic: The Industrial City 16) All of the following statements are true regarding American voters in the late 1800s EXCEPT: A) All voters were men. B) Local issues and a celebratory atmosphere drew men to the polls. C) Voters showed an interest in emotional issues D) Alcohol was not a major issue on election day. Answer: D Diff: 3 Page Ref: 563 Skill: Factual Topic: The Industrial City 17) All of the following statements are true regarding the consumption of alcohol in the United States in the late 1800s EXCEPT: A) The annual consumption of alcohol was increasing. B) Many Americans considered drinking a serious social problem. C) Women supported temperance in large numbers. D) Alcohol was not a serious political issue. Answer: D Diff: 3 Page Ref: 563 Skill: Factual Topic: The Industrial City 18) In 1904, Lincoln Steffens wrote A) The Jungle. B) Silent Spring C) The Shame of the Cities. D) Sister Carrie. Answer: C Diff: 3 Page Ref: 564 Skill: Factual Topic: The Industrial City 19) All of the following were pollution problems of nineteenth century cities EXCEPT A) coal dust and fumes. B) ashes in the air. C) acidic soil. D) radiation contamination. Answer: D Diff: 3 Page Ref: 564 Skill: Factual Topic: The Industrial City

20) Presidents Grover Cleveland and Benjamin Harrison set aside ________ reserves. A) fish B) forest C) marine D) vernal pool Answer: B Diff: 3 Page Ref: 564 Skill: Factual Topic: The Industrial City 21) By the last quarter of the nineteenth century, the antebellum “walking city” A) expanded. B) remained the same. C) disappeared. D) declined slightly. Answer: C Diff: 3 Page Ref: 565 Skill: Factual Topic: The New Urban Geography 22) New York neighborhoods were divided by A) age. B) gender. C) gang affiliation. D) ethnicity. Answer: D Diff: 3 Page Ref: 565-566 Skill: Factual Topic: The New Urban Geography 23) In 1899, W. E. B. DuBois wrote A) The Philadelphia Negro. B) Up from Slavery. C) The Souls of Black Folk. D) Reconstruction in the South. Answer: A Diff: 3 Page Ref: 568 Skill: Factual Topic: The New Urban Geography 24) New suburbs for elites were promoted by A) railroad companies. B) airline companies. C) mining interests. D) the working poor. Answer: A Diff: 3 Page Ref: 568 Skill: Factual Topic: The New Urban Geography

25) In 1885 in Chicago an architectural urban wonder appeared, known as the A) Brooklyn Bridge. B) skyscraper. C) Chunnel. D) Hoover Dam. Answer: B Diff: 3 Page Ref: 569 Skill: Factual Topic: The New Urban Geography 26) Industrialists sought more remote sites for new factories by 1900 because of all the following reasons EXCEPT A) labor conflicts. B) deteriorating conditions of cities. C) Native American land claims. D) higher land prices. Answer: C Diff: 3 Page Ref: 562 Skill: Factual Topic: The New Urban Geography 27) A model industrial town was created near Chicago at A) Peoria. B) Utopia. C) Pullman. D) South Bend. Answer: C Diff: 3 Page Ref: 571 Skill: Factual Topic: The New Urban Geography 28) A sympathy strike against Pullman was led by A) Eugene Debs. B) Nelson Rockefeller. C) Andrew Carnegie. D) Bill Gates. Answer: A Diff: 3 Page Ref: 571 Skill: Factual Topic: The New Urban Geography 29) All of the following influenced middle-class reformers in the United States EXCEPT A) Victor Hugo. B) Karl Marx. C) Leo Tolstoy. D) Adolph Hitler. Answer: D Diff: 3 Page Ref: 573 Skill: Factual Topic: Reforming the City

30) One of the most famous settlement houses was created in Chicago by A) Elizabeth Stanton. B) Susan B. Anthony. C) Jane Addams. D) Harriet Beecher Stowe. Answer: C Diff: 3 Page Ref: 573 Skill: Factual Topic: Reforming the City 31) Settlement houses were formed for all of the following reasons EXCEPT to A) gather data to alleviate social misery through legislation. B) give college-educated women meaningful work. C) assist American men adjust to new gender roles. D) assist immigrants in adjusting to American life. Answer: C Diff: 3 Page Ref: 574 Skill: Factual Topic: Reforming the City 32) One of the first targets of urban reform was New York’s A) Indian reservations. B) Central Park. C) tenements. D) opera houses. Answer: C Diff: 3 Page Ref: 580 Skill: Factual Topic: Reforming the City 33) In 1890 Jacob Riis wrote A) How the Other Half Lives. B) The Jungle. C) Christianity and the Social Crises. D) Christianizing the Social Order. Answer: A Diff: 3 Page Ref: 580 Skill: Factual Topic: Reforming the City 34) Public art and civic beautification projects became known as the A) “City Beautiful” movement. B) “Recycling Campaign.” C) “Keep American Green” movement. D) “Utopian movement” Answer: C Diff: 3 Page Ref: 581 Skill: Factual Topic: Reforming the City

35) In 1893 a World’s Columbian Exposition took place in the city of A) New York. B) Seattle. C) New Orleans. D) Chicago. Answer: C Diff: 3 Page Ref: 581 Skill: Factual Topic: Reforming the City 36) In the 1890s, many Protestant ministers embraced the A) Social Gospel Movement. B) Ashcan school. C) decline of the Protestant Church. D) increase of Catholicism. Answer: A Diff: 3 Page Ref: 575 Skill: Factual Topic: Reforming the City TRUE/FALSE 37) Settlement houses in the United States were the same as those in England. Answer: FALSE Diff: 2 Page Ref: 573 Skill: Interpretive Topic: Reforming the City 38) The Lower East Side of Manhattan witnessed the emergence of the first settlement home. Answer: TRUE Diff: 2 Page Ref: 574 Skill: Factual Topic: Reforming the City 39) Dwight Moody preached a traditional evangelical Christianity in cities. Answer: TRUE Diff: 2 Page Ref: 574 Skill: Interpretive Topic: Severing the Colonial Bonds 40) Charles Sheldon’s 1897 novel In His Steps influenced a generation to abandon American cities. Answer: FALSE Diff: 2 Page Ref: 575 Skill: Interpretive Topic: Reforming the City 41) The Tenement Reform Law of 1879 was designed to improve living conditions for tenement dwellers. Answer: TRUE Diff: 2 Page Ref: 580 Skill: Interpretive Topic: Reforming the City 204 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

42) Urban reformers were influenced by the teachings of Jesus Christ. Answer: TRUE Diff: 2 Page Ref: 573 Skill: Interpretive Topic: Reforming the City 43) By 1900, less than a dozen settlement houses existed in the United States, mostly in small towns. Answer: FALSE Diff: 2 Page Ref: 574 Skill: Interpretive Topic: Reforming the City 44) All urban reformers were elitist. Answer: FALSE Diff: 2 Page Ref: 576 Skill: Interpretive Topic: Reforming the City ESSAY 45) Describe a working-class neighborhood scene in New York City in 1900. Answer: Working-class neighborhoods were busy slums with pollution in gutters, the water, and backyards where sewage was dumped in the open or through outhouses. Immigrant workers walked to work through ethnic-divided neighborhoods filled with horse-drawn wagons amidst lively street scenes of markets, street performers, and protesters. Diff: 2 Page Ref: 565-567 Skill: Interpretive Topic: Reforming the City 46) What conditions did blacks face in urban America in 1900? Answer: Blacks lived in the poorest housing conditions amidst segregation in the north and south, as well as very high rental rates and the lack of city services to black areas. Many southern blacks left and migrated north where urban problems remained a major challenge. A rich religious and associational life helped to ease the burden. Diff: 2 Page Ref: 567 Skill: Interpretive Topic: Reforming the City 47) Describe the Pullman company strike that developed in the 1890s. Answer: After the owner of the model company town cut wages by one-third during a recession, the workers, led by Eugene Debs, joined at the American Railway Union. But Pullman refused to submit to arbitration, forcing a confrontation with the beleaguered workers. Federal troops ordered by President Grover Cleveland eventually ended the strike in favor of the owner. Diff: 2 Page Ref: 571-572 Skill: Interpretive Topic: Reforming the City

48) How did the population of American cities change from 1880 to 1920? Answer: In 1870, some 25 percent of American people lived in cities. By 1900, 40 percent did. New York City grew from 1.2 million in 1880 to 5.6 million in 1920. Los Angeles numbered 11,000 in 1880, and had 500,000 by 1920. Diff: 2 Page Ref: 557 Skill: Interpretive Topic: The Industrial City 49) Describe the growth of Chicago. Answer: Founded on Lake Michigan in 1833, Chicago grew rapidly with the rise of the stockyard industry during and after the Civil War. Lumber and grain also fed the city’s residential and industrial expansion over time. Although devastated by fire in 1871, it rebounded and increased population to 1.6 million by 1900. In 1893 its central importance as America’s major city of the interior was showcased when it hosted the World’s Columbian Exposition. Diff: 2 Page Ref: 559 Skill: Interpretive Topic: The Industrial City 50) What explains the rise and historical significance of the department store? Answer: As cities expanded and developed an internal market district for local shopping and regional distribution, a unique business model developed to cater to the needs of the urban consumer, increasingly part of the enlarging middle class. Based on European precedents and the rapid expansion of the internal market, the department store carried all goods under one roof. Elaborate window displays, middle-class employees, and the increasingly presence of women made the department store a cultural icon beginning in the late nineteenth century. Poor people perused the items and hoped for a better future. Diff: 2 Page Ref: 570 Skill: Interpretive Topic: The Industrial City IDENTIFICATION 51) The _________immigration station was the first stop for most immigrants arriving in New York City in the 1890s. Answer: Ellis Island Diff: 2 Page Ref: 557 Skill: Factual Topic: The Industrial City 52) Chicago’s counterpart in the West was _________, a city founded by the Gold Rush of 1849. Answer: San Francisco Diff: 2 Page Ref: 559 Skill: Factual Topic: The Industrial City 53) In 1898, the city of __________ consolidated into a large metropolis. Answer: New York Diff: 2 Page Ref: 561 Skill: Factual Topic: The Industrial City

54) New York City’s political machine, Tammany Hall, was operated by the _________ party. Answer: Democratic Diff: 2 Page Ref: 562 Skill: Factual Topic: The Industrial City 55) In New Mexico, the ___________ exploited local Mexican Americans for cheap lands. Answer: Santa Fe Ring Diff: 2 Page Ref: 563 Skill: Factual Topic: The Industrial City 56) The public battle over __________in San Jose, California, in the 1870s illustrates the passions the issue aroused in the late nineteenth and early twentieth century. Answer: temperance Diff: 2 Page Ref: 563 Skill: Factual Topic: The Industrial City 57) The outbreak of diseases such as __________ made urban living dangerous in the late 1800s. Answer: yellow fever Diff: 2 Page Ref: 565 Skill: Factual Topic: The Industrial City 58) In New York City, the ____________Settlement campaigned for small parks and the opening of schoolyards on weekends. Answer: Henry Street Diff: 2 Page Ref: 581 Skill: Factual Topic: Reforming the City 59) The reformer ____________ campaigned for social justice and a welfare state to improve city poor. Answer: Walter Rauschenbusch Diff: 2 Page Ref: 575 Skill: Factual Topic: Reforming the City 60) In 1889, Jane Addams and her friend, ____________, helped start Hull House in Chicago. Answer: Ellen Starr Diff: 2 Page Ref: 573 Skill: Factual Topic: Reforming the City

The American People, Concise, 7e (Nash) Chapter 18 Becoming a World Power MULTIPLE CHOICE 1) While the United States Senate debated whether to ratify the Treaty of Paris, American soldiers in the Philippines A) maintained a tense truce with the Filipino soldiers. B) helped establish a Filipino-controlled government in the islands. C) were being quietly withdrawn from the islands. D) helped the Filipinos celebrate the expulsion of the Spanish from the islands. Answer: A Diff: 3 Page Ref: 584-585 Skill: Interpretive Topic: American Stories 2) Nineteenth-century Americans tended to believe that in world affairs the United States A) should support the establishment of the League of Nations. B) had a special mission. C) should remain totally isolated. D) should commit itself to maintaining world order. Answer: B Diff: 3 Page Ref: 586 Skill: Interpretive Topic: Steps Toward Empire 3) During the first 50 years after independence, American foreign policy was concerned primarily with A) trans-Atlantic commercial trade. B) imperialism. C) continental expansion. D) national armament. Answer: C Diff: 2 Page Ref: 587 Skill: Interpretive Topic: Steps Toward Empire 4) As part of his foreign policy goals, President Grant A) rejected the Monroe Doctrine. B) opposed Congress’s attempts to extend U.S. influence into Latin America. C) defended the principle of self-determination. D) attempted to annex Santo Domingo. Answer: D Diff: 3 Page Ref: 588 Skill: Factual Topic: Steps Toward Empire

5) As a factor in its foreign policy during the late nineteenth century, the United States A) showed little interest in acquiring territory in the Pacific Ocean region. B) drove Great Britain and Germany out of Pago Pago. C) renounced interest in building a canal across Central America. D) indicated its interest in building an American-controlled canal in Nicaragua. Answer: D Diff: 3 Page Ref: 587 Skill: Interpretive Topic: Steps Toward Empire 6) The annexation of Hawaii to the United States was A) opposed by President Harrison. B) opposed by President Cleveland. C) supported by Queen Liliuokalani. D) supported by President Cleveland. Answer: B Diff: 3 Page Ref: 588 Skill: Factual Topic: Steps Toward Empire 7) In the Venezuela boundary dispute, the United States A) attempted to colonize Venezuela. B) invoked the Monroe Doctrine. C) disapproved of the Olney Corollary. D) sided with Great Britain. Answer: B Diff: 1 Page Ref: 589 Skill: Factual Topic: Steps Toward Empire 8) In world affairs, by 1895, the United States had A) an army smaller than Bulgaria’s. B) developed a consistent foreign policy for enlarging its role as a world leader. C) a highly professional diplomatic corps. D) one of the larger navies in the world. Answer: A Diff: 3 Page Ref: 590 Skill: Factual Topic: Steps Toward Empire 9) The historian who developed the thesis that “the dominant fact in American life has been expansion” was A) Frederick J. Turner. B) Alfred T. Mahan. C) Gary B. Nash. D) Josiah Strong. Answer: A Diff: 2 Page Ref: 590 Skill: Factual Topic: Expansion in the 1890s

10) An important factor in promoting the shift in American foreign policy after the Civil War was A) France’s invasion of Mexico. B) support for Secretary of State Seward’s expansionist policy. C) the search for markets for American products. D) Great Britain’s refusal to pay the Alabama claims. Answer: C Diff: 2 Page Ref: 590 Skill: Interpretive Topic: Expansion in the 1890s 11) An increase in American international commerce during the late nineteenth century necessitated a A) devaluation of the dollar. B) decrease in government spending. C) strong navy. D) policy of isolation. Answer: C Diff: 1 Page Ref: 590 Skill: Interpretive Topic: Expansion in the 1890s 12) One of the factors that promoted America’s search for new markets between 1865 and 1900 was A) industrial and agricultural overproduction. B) an increase in domestic consumption. C) a decline in American industrial production because of the depression of 1893. D) a decline in demand for American goods abroad. Answer: A Diff: 2 Page Ref: 590 Skill: Interpretive Topic: Expansion in the 1890s 13) During the 1890s, a group of men led by Theodore Roosevelt and Henry Cabot Lodge A) opposed American expansion outside the western hemisphere. B) endorsed Bryan’s anti-imperialistic concepts. C) promoted a highly nationalistic foreign policy for the United States. D) endorsed a policy of “continentalism.” Answer: C Diff: 2 Page Ref: 592 Skill: Interpretive Topic: Expansion in the 1890s 14) A major advocate for achieving national power through naval supremacy was A) Josiah Strong. B) William Jennings Bryan. C) Alfred T. Mahan. D) John Dewey. Answer: C Diff: 1 Page Ref: 592 Skill: Factual Topic: Expansion in the 1890s

15) Between the Civil War and the Spanish-American War, an important aspect of the missionary impulse in American foreign policy was A) a belief in the superiority of the Anglo-Saxon race. B) opposition to missionary interference in native cultures. C) a belief that each country had a right to develop its institutions as it saw fit. D) strict adherence to the Christian concept that all people are equal in the sight of God. Answer: A Diff: 3 Page Ref: 592 Skill: Interpretive Topic: Expansion in the 1890s 16) A favorite target of Christian missionaries in the late nineteenth century was A) Europe. B) China. C) Canada. D) Latin America. Answer: B Diff: 2 Page Ref: 592 Skill: Factual Topic: Expansion in the 1890s 17) An important new factor that influenced American foreign policy after 1865 was A) the inflationary economic conditions in the United States between 1865 and 1900. B) a reduction in world trade. C) public opinion. D) the discovery of gold in California. Answer: C Diff: 2 Page Ref: 593 Skill: Interpretive Topic: Expansion in the 1890s 18) A fundamental cause of the Spanish-American War was A) the American public’s concern for the Cuban people. B) Theodore Roosevelt’s actions as assistant secretary of the navy. C) publication of the de Lôme letter by Mexico. D) the heroic actions of the Cuban rebels. E) the role of France in Cuba. Answer: A Diff: 3 Page Ref: 593 Skill: Interpretive Topic: War in Cuba and the Philippines

19) An important event influencing the U.S. decision to declare war with Spain in 1898 was the A) sinking of the battleship Maine. B) Zimmermann Note. C) Democratic victory in the mid-term election of 1898. D) Republican defeat in the election of 1896. E) sinking of the luxury liner Lusitania. Answer: A Diff: 2 Page Ref: 593-594 Skill: Interpretive Topic: War in Cuba and the Philippines 20) Theodore Roosevelt’s attitude concerning war with Spain in 1898 was to A) advise McKinley to avoid war at all costs. B) urge caution in U.S. relations with Spain. C) promote war with Spain. D) rescind the secretary of navy’s message ordering Admiral Dewey to sail his fleet to the Philippine Islands. Answer: C Diff: 2 Page Ref: 594 Skill: Interpretive Topic: War in Cuba and the Philippines 21) During the Spanish-American War, the United States A) attacked Japan. B) defeated Spain relatively easily. C) faced a major military challenge. D) lost most of the battles against the Spanish navy. Answer: B Diff: 1 Page Ref: 394-396 Skill: Interpretive Topic: War in Cuba and the Philippines 22) American acquisition of the colonies after the Spanish-American War A) was opposed by President McKinley for racist reasons. B) led to considerable controversy over the policy. C) rested on purely idealistic motives. D) faced little opposition among Americans. Answer: B Diff: 2 Page Ref: 597-598 Skill: Interpretive Topic: War in Cuba and the Philippines 23) The major argument used by those opposed to the annexation of the Philippines was that A) it was un-Christian to have colonies. B) it would retard America’s economic growth. C) the Filipinos did not want American rule. D) it contradicted American ideals. Answer: D Diff: 2 Page Ref: 597-598 Skill: Interpretive Topic: War in Cuba and the Philippines 212 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

24) Acquisition of the Philippine Islands by the United States A) encountered little opposition in the United States Senate. B) resulted in immediate independence for the islands. C) was generally supported by the Filipinos. D) led to guerrilla warfare against American control. Answer: D Diff: 2 Page Ref: 599-600 Skill: Interpretive Topic: War in Cuba and the Philippines 25) In the “insular cases,” the Supreme Court determined that A) Congress had no right to restrict the freedom of any group controlled by the United States. B) Congress could treat some people under American control differently than it treated others. C) Hawaiians and Puerto Ricans would enjoy the full rights of American citizenship, but not Filipinos. D) all people living under American control would enjoy the same rights and privileges. Answer: B Diff: 3 Page Ref: 599 Skill: Interpretive Topic: War in Cuba and the Philippines 26) Which of the following nations forced treaties on China in the late 1800s? A) Britain B) France C) Germany D) All of the above. Answer: D Diff: 3 Page Ref: 606-607 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 27) Which of the following does NOT characterize U.S. views of the Chinese people in 1900? A) immoral B) generous C) backward D) exotic Answer: B Diff: 3 Page Ref: 607 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 28) Which of the following does NOT characterize Chinese views of the United States in 1900? A) disdain B) curiosity C) a place of racial equality D) suspicion Answer: C Diff: 3 Page Ref: 607-608 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy

29) The second note of Secretary of State Hay’s Open Door policy with China addressed A) Japan’s invasion of China. B) Russian movement into Manchuria. C) German movement into Poland. D) British movement into Australia. Answer: B Diff: 3 Page Ref: 608 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 30) All of the following statements describe the relationship between the United States and Germany EXCEPT: A) Roosevelt attempted to make the German leadership think that the United States supported Germany. B) The Kaiser thought that Roosevelt was pro-German. C) The United States was alarmed over growing German power across the globe. D) The two nations went to war over Mexico in 1900. Answer: D Diff: 3 Page Ref: 610 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 31) In 1914, relations between Germany and Great Britain led to A) World War I. B) World War II. C) the Venezuelan crisis. D) a 10-year peace. Answer: A Diff: 3 Page Ref: 610 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 32) Which of these American presidents later pursued a Roosevelt-like policy of intervention in Latin America? A) Ronald Reagan B) George Herbert Walker Bush C) George W. Bush D) All of the above. Answer: D Diff: 3 Page Ref: 606 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 33) In 1906, the United States intervened in which two of the following nations in Latin America? A) Mexico and El Salvador B) Guatemala and Nicaragua C) Costa Rica and Chile D) Venezuela and Peru Answer: B Diff: 3 Page Ref: 606 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 214 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

34) Until 1902, the United States kept Cuba under a A) military governor. B) naval blockade. C) reservation system. D) communist system. Answer: A Diff: 3 Page Ref: 599 Skill: Factual Topic: War in Cuba and the Philippines TRUE/FALSE 35) Throughout its history, the United States has tried to influence other countries by passively and patiently setting a good example for them. Answer: FALSE Diff: 2 Page Ref: 586-587 Skill: Interpretive Topic: Steps Toward Empire 36) As part of his expansionist program, Secretary of State Seward purchased Alaska from Russia. Answer: TRUE Diff: 2 Page Ref: 587 Skill: Interpretive Topic: Steps Toward Empire 37) White sugar planters, with the help of U.S. gunboats and marines, staged a coup against Hawaii’s Queen Lilioukalani in 1893. Answer: TRUE Diff: 1 Page Ref: 588 Skill: Interpretive Topic: Expansion in the 1890s 38) During the depression of the 1890s, American manufacturing production steadily increased. Answer: TRUE Diff: 3 Page Ref: 590 Skill: Interpretive Topic: Expansion in the 1890s 39) Deaths among American soldiers during the Spanish-American War were greater from disease than from battle casualties. Answer: TRUE Diff: 3 Page Ref: 596 Skill: Factual Topic: War in Cuba and the Philippines

40) Throughout the nineteenth century, American relations with China were restricted to minor but profitable trade. Answer: TRUE Diff: 2 Page Ref: 606 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 41) The United States annexed Hawaii in 1898, and the Philippines in 1899. Answer: TRUE Diff: 2 Page Ref: 608 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 42) Barriers and riots fully prevented the Chinese from immigrating to the United States. Answer: FALSE Diff: 2 Page Ref: 607 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 43) In 1905, Chinese nationalists at home rioted and demanded a more just U.S. immigration policy. Answer: TRUE Diff: 2 Page Ref: 608 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 44) A rivalry developed between Japan and the United States over Cuba. Answer: FALSE Diff: 2 Page Ref: 608-609 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 45) In 1904, the Japanese began the Russo-Japanese war that resulted in victory against Russia. Answer: TRUE Diff: 2 Page Ref: 609 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 46) In the Root-Takahira Agreement of 1908, the United States received reassurances from Japan of American control of the Philippines. Answer: TRUE Diff: 2 Page Ref: 609 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy 47) Roosevelt made friendship with Spain a cornerstone of U.S. foreign policy. Answer: FALSE Diff: 2 Page Ref: 610 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy

48) While the United States fought a colonial war in the Philippines, Great Britain fought a colonial war in southern Africa. Answer: TRUE Diff: 2 Page Ref: 589 Skill: Factual Topic: Steps Toward Empire ESSAY 49) Discuss the concept of the United States as a model society for other countries and explain how that concept affected American foreign policy in the late nineteenth century. Answer: Since the days of the Puritans, Americans have looked upon their nation as a “city on a hill,” which has a special mission to bring the moral superiority of American culture and democracy to the rest of the world. Americans have also often confused their moral attitudes with their self-interest in foreign policy. When Americans have aggressively pushed their values on others, they have often been greeted with resentment, as has generally been true with U.S. policy toward Latin America. Diff: 3 Page Ref: 586-610 Skill: Interpretive Topic: Steps Toward Empire 50) Discuss American efforts to expand into the Pacific Ocean area prior to the outbreak of the SpanishAmerican War. Answer: Secretary of State William Seward believed the United States was destined to dominate the Pacific and purchased Alaska to promote this end. American settlement in Hawaii in the 1870s eventually led to U.S. control of the islands by 1898. Pursuing the Chinese market, in the 1870s the United States established a naval base in the Samoan Islands. Diff: 2 Page Ref: 587-588 Skill: Factual Topic: Steps Toward Empire 51) Explain how profits, piety, and politics affected American foreign policy in the late nineteenth century. Answer: As American industrial capacity increased during the late nineteenth century, American businessmen began to seek markets outside the United States. They encouraged the American government to extend American influence into Latin America and the Far East. American missionaries spread American religious and cultural values also. For the first time in its history, public opinion, especially as expressed in the popular press, became a factor in American foreign policy, often supporting an aggressive position on the part of the United States. Diff: 3 Page Ref: 590-593 Skill: Interpretive Topic: Expansion in the 1890s

52) Discuss the philosophy of those individuals who, in the late nineteenth century, believed that the United States should seek national glory and greatness in world affairs. Answer: By the 1870s and 1880s, many Americans became more interested in promoting an enlarged role for the United States in world affairs. Influential individuals such as Alfred Thayer Mahan, Theodore Roosevelt, and Henry Cabot Lodge believed that the pursuit of national glory was a legitimate goal of American foreign policy. A naval strategist, Mahan advocated the development of a powerful navy as the primary means of achieving world influence for the United States. Roosevelt, Lodge, and others endorsed his philosophy. Diff: 3 Page Ref: 592-593 Skill: Interpretive Topic: Expansion in the 1890s 53) Discuss the factors that led to the U.S. decision to declare war against Spain in 1898. Answer: The sympathy of the American people for the suffering of the Cubans under Spanish oppression was the main factor that created a climate of opinion in favor of war with Spain. Incidents such as the letter from the Spanish ambassador to the United States criticizing President McKinley, as well as the sinking of the battleship Maine, encouraged anti-Spanish sentiments among ordinary Americans. The popular press inflamed these passions with vivid accounts of Spanish brutality in Cuba. Diff: 2 Page Ref: 593-595 Skill: Interpretive Topic: War in Cuba and the Philippines 54) Contrast the arguments of those individuals who supported U.S. control of the Philippine Islands after the end of the Spanish-American War with the arguments of those who opposed American acquisition of the Philippines. Answer: President McKinley expressed the basic reasons given by those who supported annexation: it was not in the best interest of the United States or the Philippines to let some other country control them or to leave them to themselves. It was the duty of the United States to Christianize and civilize them. Opponents of annexation argued that it would violate American principles of democracy and selfgovernment. They also claimed that the money spent in the Philippines could be better spent on social problems in the United States. Diff: 3 Page Ref: 596-598 Skill: Interpretive Topic: War in Cuba and the Philippines 55) Discuss the issue of imperialism as a factor in the election of 1900 and explain the policy that the United States eventually adopted for governing the territories it controlled outside the limits of the continental United States. Answer: The Democratic candidate, William J. Bryan, tried to use imperialism as an issue in the election but discovered that a strong patriotic fervor favored American colonial acquisitions, which McKinley, the Republican candidate, defended. Congress passed laws creating a different status for the new territories from that applied to continental territories of the United States, giving the former a status between colonies and statehood. The Supreme Court upheld this principle. Diff: 3 Page Ref: 599-600 Skill: Interpretive Topic: War in Cuba and the Philippines

56) Discuss the basic ideas that influenced Theodore Roosevelt’s foreign policy philosophy. Answer: It was the responsibility of powerful nations to use their strength to impose moral and civilized values on other nations. He divided countries into the civilized, usually the English-speaking nations, and the uncivilized. He also pursued a very personal style of diplomacy in which he dealt directly with foreign diplomats and leaders, rather than through the Department of State. Diff: 2 Page Ref: 600-601 Skill: Interpretive Topic: Theodore Roosevelt’s Energetic Diplomacy 57) Discuss the major developments in U.S. relations with the Latin American countries during the Theodore Roosevelt administration. Answer: U.S. relations with Latin America during the Roosevelt administration centered on the United States’s acquisition of the right to build a canal across Panama and the announcement of the Roosevelt corollary to the Monroe Doctrine. Both represented forceful projections of a U.S. presence into the area, often resulting in the heightening of anti-American sentiment among Latin Americans. The United States supported Panama’s revolution against Colombia and intervened militarily in the Dominican Republic. Diff: 3 Page Ref: 604-606 Skill: Interpretive Topic: Theodore Roosevelt’s Energetic Diplomacy 58) Discuss U.S. relations with Japan and Europe during the Theodore Roosevelt administration. Answer: While Roosevelt supported Japan as the major nation for maintaining the balance of power in the Far East, Californians discriminated against Japanese in their state, complicating United States-Japanese relations. Tensions mounted between the United States and Japan as their interests clashed in the western Pacific. In Europe, Roosevelt worried about mounting German power and pursued a policy emphasizing a close relationship with Great Britain. Diff: 3 Page Ref: 607-609 Skill: Interpretive Topic: Theodore Roosevelt’s Energetic Diplomacy 59) Evaluate the usefulness of political cartoons as historical sources, from cartoons of “Boss” Tweed to Theodore Roosevelt. Answer: Political cartoons reveal the values and attitudes of the past. Rarely used in the early nineteenth century, they became popular through Thomas Nast’s cartoons exposing the corruption of “Boss” Tweed. Cheap newspapers and Theodore Roosevelt’s personality gave more impetus to political cartoons. Political cartoonists revealed the variety of views on American expansion. Context, meaning, and symbolism all give cartoons value as historical sources. Diff: 2 Page Ref: 603-605 Skill: Interpretive Topic: Theodore Roosevelt’s Energetic Diplomacy IDENTIFICATION 60) The person who led the insurrection against American control of the Philippines was ________. Answer: Emilio Aguinaldo Diff: 3 Page Ref: 584 Skill: Factual Topic: American Stories

61) During the first year of the war in the Philippines, over ___________ civilians were killed by American forces. Answer: 8,000 Diff: 3 Page Ref: 596 Skill: Factual Topic: War in Cuba and the Philippines. 62) American critics of the war in the Philippines, known as ________, condemned wartime atrocities on Filipino civilians. Answer: Anti-Imperialists Diff: 3 Page Ref: 596 Skill: Factual Topic: War in Cuba and the Philippines. 63) The Philippines gained independence from American colonial control in the year ________. Answer: 1946 Diff: 3 Page Ref: 597 Skill: Factual Topic: War in Cuba and the Philippines. 64) When President McKinley was assassinated in 1900, a total of ________ American presidents had been killed since 1860. Answer: three Diff: 3 Page Ref: 598 Skill: Factual Topic: War in Cuba and the Philippines 65) In 1906, the United States invaded _______ and ________ in Central America. Answer: Nicaragua; Honduras Diff: 3 Page Ref: 598 Skill: Factual Topic: Theodore Roosevelt’s Energetic Diplomacy

The American People, Concise, 7e (Nash) Chapter 19 The Progressives Confront Industrial Capitalism MULTIPLE CHOICE 1) An early twentieth-century professional woman committed to solving the social problems of American society was A) Harriet Beecher Stowe. B) Frances Kellor. C) Geraldine Ferraro. D) Madonna. Answer: B Diff: 2 Page Ref: 613 Skill: Factual Topic: American Stories 2) In general, social justice progressives A) rejected Dewey’s educational concepts. B) showed little concern for urban housing problems. C) believed most vice was determined by genetics. D) stressed the importance of environment in shaping character. Answer: D Diff: 2 Page Ref: 616 Skill: Interpretive Topic: The Social Justice Movement 3) The muckrakers were important in the progressive movement because they A) subverted the democratic system. B) generally opposed social reform. C) defended the American system against criticism. D) publicized what they believed were the problems in American society. Answer: D Diff: 2 Page Ref: 617 Skill: Interpretive Topic: The Social Justice Movement 4) A leader in the crusade against child labor was A) Andrew Carnegie. B) Florence Kelley. C) Lincoln Steffens. D) Boss Tweed. Answer: B Diff: 2 Page Ref: 617 Skill: Factual Topic: The Social Justice Movement

5) In the case of Muller v. Oregon, the Supreme Court determined that laws limiting the number of hours women could work were constitutional because A) such laws already applied to men. B) women should have more time with their children. C) the Constitution clearly permitted such laws. D) women were weaker than men. Answer: D Diff: 3 Page Ref: 619 Skill: Interpretive Topic: The Social Justice Movement 6) According to John Dewey, American education should A) train talented students for national leadership. B) differentiate between native and non-native students. C) be subject-oriented rather than child-centered. D) be child-centered rather than subject-oriented. Answer: D Diff: 2 Page Ref: 624 Skill: Interpretive Topic: The Social Justice Movement 7) In their crusade to improve the conditions of the poor in America, the social justice progressives A) encouraged movie-going as a form of entertainment. B) effectively ended prostitution. C) generally supported prohibition of alcohol consumption. D) recognized the necessity of brothels. Answer: C Diff: 2 Page Ref: 625 Skill: Interpretive Topic: The Social Justice Movement 8) Progressive-era reformers, in their efforts to aid the working class, A) generally supported the use of the strike. B) generally opposed the organization of unions to achieve labor’s goals. C) generally cooperated closely with labor leaders. D) frequently had little understanding of working-class life. Answer: D Diff: 3 Page Ref: 626 Skill: Interpretive Topic: The Worker in the Progressive Era 9) A key figure in applying the principles of scientific management to industrial work was A) Frederick Taylor. B) Charlotte Perkins Gilman. C) Samuel Gompers. D) Jane Addams. Answer: A Diff: 2 Page Ref: 627 Skill: Factual Topic: The Worker in the Progressive Era

10) During the progressive era, trade unions in the United States A) found it increasingly easy to cooperate with management. B) increased in membership. C) almost always succeeded in their strike efforts. D) enjoyed increasing support from decisions of the Supreme Court. Answer: B Diff: 2 Page Ref: 627-628 Skill: Factual Topic: The Worker in the Progressive Era 11) The American Federation of Labor A) was most successful among coal miners, railroad workers, and the building trades. B) attempted to organize unskilled workers. C) was generally favored in decisions by the federal courts. D) embraced socialistic principles. Answer: A Diff: 2 Page Ref: 627 Skill: Interpretive Topic: The Worker in the Progressive Era 12) As a result of the Triangle Shirtwaist Company Fire of 1911, A) no official action was taken by either the city, state, or federal governments. B) New York state abolished labor by children under 14 years of age. C) the federal government passed a law preventing child labor. D) New York City fined the company’s owners a substantial amount of money. Answer: B Diff: 3 Page Ref: 629-630 Skill: Interpretive Topic: The Worker in the Progressive Era 13) In their effort to organize American workers during the progressive era, the International Workers of the World A) stressed the use of the investigative committee to publicize the problems that workers faced. B) welcomed all workers, regardless of skill, race, or gender. C) relied mostly on political solutions that emphasized protective labor legislation. D) adopted the philosophy of Samuel Gompers. Answer: B Diff: 2 Page Ref: 630 Skill: Interpretive Topic: The Worker in the Progressive Era 14) The Industrial Labor Relations Commission, created in 1912, A) suggested unions be declared illegal. B) criticized labor for demanding too many reforms. C) defended workers’ right to organize. D) generally ruled that employers were blameless in industrial accidents. Answer: C Diff: 2 Page Ref: 630 Skill: Interpretive Topic: The Worker in the Progressive Era

15) The chief aim of municipal reform during the progressive era was to A) implement the single tax. B) encourage immigrants to maintain their ethnic traditions in order to make the city a more interesting place to live. C) modernize the city to benefit the business and professional classes. D) achieve social justice. Answer: C Diff: 1 Page Ref: 631 Skill: Interpretive Topic: Reform in the Cities and States 16) During the progressive era, those who wanted to reform the American city A) supported essentially the same goals as the social welfare reformers. B) tried to limit the power of city bosses. C) generally supported working-class values. D) generally opposed the commission form of city government. Answer: B Diff: 3 Page Ref: 631 Skill: Interpretive Topic: Reform in the Cities and States 17) At the state and local levels, progressive reformers usually called for A) greater direct participation of the voters in the political process. B) inflationary economic policies. C) less regulation of railroads to encourage economic development. D) programs that benefited the working classes. Answer: A Diff: 3 Page Ref: 632 Skill: Interpretive Topic: Reform in the Cities and States 18) In 1902, the state of Maryland A) enacted the most advanced safety laws in the nation. B) restricted women’s labor. C) passed the first workers’ compensation act. D) provided a model government for other states to imitate. Answer: C Diff: 3 Page Ref: 632 Skill: Interpretive Topic: Reform in the Cities and States 19) In Wisconsin, the progressive reform movement A) failed to pass any significant regulatory legislation. B) failed to achieve many of its goals. C) was led by Woodrow Wilson. D) was led by Robert La Follette, a model Progressive governor. Answer: D Diff: 2 Page Ref: 632-633 Skill: Interpretive Topic: Reform in the Cities and States

20) As a leader during the progressive era, Theodore Roosevelt A) acted very cautiously and quietly. B) opposed conservation programs. C) believed that government regulation of business was undesirable. D) was the first president to support social reform. Answer: D Diff: 2 Page Ref: 633 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 21) In the anthracite strike of 1902, Theodore Roosevelt A) created public sympathy for the mine owners. B) saw his role as that of a mediator. C) supported use of the strike to achieve the workers’ goals. D) showed that he would follow the policies of McKinley. Answer: B Diff: 2 Page Ref: 636 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 22) The novelist whose work helped encourage passage of the Meat Inspection Act and the Pure Food and Drug Act was A) William Dean Howells. B) Lincoln Steffens. C) Eugene Debs. D) Upton Sinclair. Answer: D Diff: 2 Page Ref: 636 Skill: Factual Topic: Theodore Roosevelt and the Square Deal 23) An issue of particular importance to Theodore Roosevelt was A) civil service reform. B) woman suffrage. C) creation of a federal reserve system. D) the space race. Answer: B Diff: 1 Page Ref: 640 Skill: Factual Topic: Theodore Roosevelt and the Square Deal 24) For blacks, the progressive era A) coincided with the years of greatest segregation in the South. B) meant strong support from the executive branch. C) brought a second Reconstruction. D) brought an end to segregation. Answer: A Diff: 2 Page Ref: 638 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal

25) President Taft angered many Progressives with his A) regulation of foods and drugs. B) curbing Speaker Cannon’s powers. C) policies on tariff and conservation. D) opposition to municipal reform. Answer: C Diff: 2 Page Ref: 640 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 26) The presidential candidate of the Progressive party in 1912 was A) Robert M. La Follette. B) William Howard Taft. C) Woodrow Wilson. D) Theodore Roosevelt. Answer: D Diff: 1 Page Ref: 640 Skill: Factual Topic: Theodore Roosevelt and the Square Deal 27) All of the following statements are true about the Newlands Act EXCEPT: A) Roosevelt enthusiastically supported the Act. B) The Newlands Act set aside proceeds from the sale of public lands to pay for state conservation measures. C) It helped big farmers the most. D) It gave land to Native American tribes. Answer: D Diff: 2 Page Ref: 637 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 28) All of the following statements are true about Ginford Pinchot EXCEPT: A) He was considered the most important conservationist in the country. B) He advocated logging. C) He advocated fire control. D) He advocated allocating lands to Indian tribes. Answer: D Diff: 2 Page Ref: 637 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 29) How did Roosevelt respond to the Brownsville riot? A) He lambasted the military for mistreatment of black troops. B) He ordered the black troops dishonorably discharged. C) He had white military officers arrested. D) He ordered the dishonorable discharge of white officers. Answer: B Diff: 2 Page Ref: 638 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal

30) All of the following statements are true about Jane Addams and her racial response to the progressive movement EXCEPT: A) She struggled with the racist attitudes of her day. B) She founded a black settlement house in Chicago. C) She supported the founding of the NAACP. D) She adopted black children into her own family. Answer: D Diff: 2 Page Ref: 638 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 31) Which of the following was NOT a part of the early development of the NAACP? A) W.E.B. Du Bois became editor of the organization’s journal, The Crisis. B) Du Bois’s Niagara Movement merged with the NAACP in 1910. C) The organization sought to promote reform from within the political system. D) Only blacks took part in the organization. Answer: D Diff: 2 Page Ref: 639 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 32) What was the platform of the Progressive party? A) a six-day work week B) abolition of child labor C) federal accident and old age insurance D) All of the above. Answer: D Diff: 2 Page Ref: 640 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 33) All of the following statements are true about the life and work of Eugene Debs EXCEPT: A) He was the most important socialist leader in the United States during the early 1900s. B) He ran on the Socialist party ticket for president several times. C) He was a great orator. D) He supported the capitalist state. Answer: D Diff: 2 Page Ref: 641 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 34) The Socialist party A) stood at its pinnacle in the early 1900s. B) elected 33 candidates as mayor in the early 1900s. C) elected two socialists to Congress in the early 1900s. D) All of the above. Answer: D Diff: 2 Page Ref: 641 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal

35) Which of the following men did NOT run for president of the United States in 1912? A) Eugene Debs B) Theodore Roosevelt C) William Howard Taft D) Warren G. Harding Answer: D Diff: 2 Page Ref: 640-642 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 36) The Federal Reserve System, created by Congress in 1913, was A) part of the new welfare state created under the New Deal. B) the first reorganization of the banking system since the Civil War. C) a plan to colonize Native Americans in Canada. D) a system of wildlife conservation parks. Answer: B Diff: 2 Page Ref: 643 Skill: Interpretive Topic: Woodrow Wilson and the New Freedom TRUE/FALSE 37) Progressivism in the United States during the first two decades of the twentieth century represented a unified approach to the solution of the nation’s social problems. Answer: FALSE Diff: 2 Page Ref: 615 Skill: Interpretive Topic: American Stories 38) Most reformers in the United States during the progressive era considered the environment more important than heredity in forming an individual’s character. Answer: TRUE Diff: 2 Page Ref: 613 Skill: Interpretive Topic: American Stories 39) In cases like Danbury Hatters, the Supreme Court ruled in favor of labor. Answer: FALSE Diff: 2 Page Ref: 627-628 Skill: Interpretive Topic: The Worker in the Progressive Era 40) Using his executive authority, Roosevelt tripled the amount of national land reserved for forests. Answer: TRUE Diff: 2 Page Ref: 637 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal

41) John Muir helped to found Yellowstone National Park in California in the late 1800s. Answer: FALSE Diff: 2 Page Ref: 637 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 42) Like most progressives of that time, President Theodore Roosevelt was a racist. Answer: TRUE Diff: 2 Page Ref: 637 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 43) After two terms as president, Roosevelt regretted leaving politics, but would return again as a presidential candidate. Answer: TRUE Diff: 2 Page Ref: 640 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 44) Roosevelt formed a new political party in 1910—the Whig party. Answer: FALSE Diff: 2 Page Ref: 640 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 45) Like Roosevelt, Woodrow Wilson would become increasingly progressive while president. Answer: TRUE Diff: 2 Page Ref: 642 Skill: Interpretive Topic: Woodrow Wilson and the New Freedom ESSAY 46) Explain the philosophic basis for the social justice movement during the progressive era in American history. Answer: Influenced by Darwinism, the progressives relied on the concepts of pragmatism, advocated by John Dewey and William James, to justify their reforms. Progressives believed that the environment had more to do with shaping a person’s character than did heredity. Their optimistic view of human nature led them to conclude that by improving living conditions they could eliminate social problems. Diff: 3 Page Ref: 615-617 Skill: Interpretive Topic: The Social Justice Movement

47) Discuss the major problems of American society that concerned the social justice progressives and explain how they tried to confront these issues. Answer: Social justice progressives were particularly concerned with child labor and the effect of long working hours for women. They advocated laws limiting both by collecting statistics to support their cause. They were also concerned with the living conditions of the poor, especially immigrants, advocating housing reform and educational opportunity. They crusaded against saloons, brothels, and movie houses as social evils to be controlled or eliminated, if possible. Diff: 2 Page Ref: 615-626 Skill: Interpretive Topic: The Social Justice Movement 48) Suppose you were a factory worker during the progressive era in American history. Describe the environment in which you would probably be working. Answer: The typical factory worker in the United States during the progressive era would probably have been an immigrant, working at an unskilled job using a machine. The working conditions would have been hazardous, the hours long, and the pay low. Factory owners, influenced by the theories of Frederick Taylor, would have pressed workers for greater efficiency, adding to the burden of their working conditions. Diff: 2 Page Ref: 626-630 Skill: Applied Topic: The Worker in the Progressive Era 49) Discuss the attempts to unionize American workers during the progressive era and analyze the problems that unions faced in their attempts to organize the workers. Answer: At the beginning of the progressive era, the American Federation of Labor was the only major functioning national union in the United States. The AFL ignored immigrant and unskilled workers, concentrating on the organization of skilled workers who had more leverage with owners. Radical labor groups such as the International Workers of the World also sought to organize all American workers but were generally unsuccessful because their concepts violated American traditions. Diff: 3 Page Ref: 627-628 Skill: Interpretive Topic: The Worker in the Progressive Era 50) Discuss the characteristics and the primary goals of those who supported municipal reform during the progressive era. Answer: Most municipal reformers during the progressive era were middle-class whites concerned with the impact of poor immigrants on American values and political traditions. They attempted to break up the alliance between immigrants and corrupt city bosses by advocating governmental changes that would favor middle-class values. Efficiency in the interest of the business classes was generally their primary concern, and they often did not understand the needs of the poorer classes they claimed to be trying to help. Diff: 2 Page Ref: 631-632 Skill: Interpretive Topic: Reform in the Cities and States

51) Discuss the major issues as well as the more important leaders of reform at the state level during the progressive era. Answer: At the state level, progressives in early twentieth-century America stressed broadening democratic control of the government as well as social justice. They advocated the initiative and referendum. They supported railroad and corporate regulation, child labor laws, limits on working hours for women, and tax reform. Charles Evans Hughes of New York, Hoke Smith of Georgia, Hiram Johnson of California, Woodrow Wilson of New Jersey, and Robert La Follette were particularly prominent in promoting progressive reform in their states. Diff: 3 Page Ref: 632-633 Skill: Interpretive Topic: Reform in the Cities and States 52) Evaluate Theodore Roosevelt as a progressive reform leader and discuss his handling of major domestic issues during his administration. Answer: Although Roosevelt came from an upper-class family, during his terms as police commissioner of New York City and governor of New York state, he had acquired first-hand knowledge of the social problems of the city and state. He was also well read, but no one knew for sure how he would approach social problems when he became president. He proved to be the first progressive president, attacking monopolies with his trust-busting campaign, strengthening railroad regulation, supporting pure food and drug laws, and advocating conservation. Diff: 2 Page Ref: 633-639 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 53) Discuss the election of 1912, and explain the difference between the New Nationalism and the New Freedom as presented by Theodore Roosevelt and Woodrow Wilson during that campaign. Answer: When Taft received the Republican nomination, Theodore Roosevelt supported the creation of the Progressive party, thus splitting the Republican party and creating an opportunity for the Democrats to win with Woodrow Wilson. Roosevelt called for increased government regulation to ensure the general welfare, while Wilson argued for a return to limited government and open competition, in the tradition of Thomas Jefferson. Roosevelt argued that it was necessary to use Hamiltonian principles of strong government to achieve Jeffersonian social justice goals. Diff: 2 Page Ref: 640-643 Skill: Interpretive Topic: Theodore Roosevelt and the Square Deal 54) Discuss Wilson’s approach to handling the major domestic issues confronting the United States during his administration and analyze how consistently he adhered to the principles of his New Freedom concept. Answer: Using his formidable intellectual abilities, Wilson pushed through Congress an impressive array of laws, including tariff and banking reform. After gaining office, he moved closer to Roosevelt’s New Nationalist concepts of aggressively using the central government to control corporations, supporting passage of the Clayton Act, and establishment of the Federal Trade Commission. He aggressively used his position as president to promote his agenda, appearing personally before Congress to deliver his messages, thus breaking with tradition. Diff: 3 Page Ref: 642-643 Skill: Interpretive Topic: Woodrow Wilson and the New Freedom

55) Discuss the general characteristics of the progressive movement in the United States and indicate how successful you think the movement was in reforming American society. Answer: Progressivism represented a many-sided attack on the problems that had developed out of the industrialization of the American economy. The diversity of the movement often led to contradictions in policy positions. It increased the power of the federal government to deal with economic and social issues and stressed the importance of experts and statistical information. Although optimistic about their ability to improve American society, the progressives did not fundamentally change American society or its economy. Diff: 3 Page Ref: 645 Skill: Interpretive Topic: Conclusion: The Limits of Progressivism IDENTIFICATION 56) The key philosopher of progressive education during the first decades of the twentieth century was ________. Answer: John Dewey Diff: 2 Page Ref: 616 Skill: Factual Topic: The Social Justice Movement 57) In the ________ case in 1908, the Supreme Court declared that the Sherman Anti-Trust Act could be used against trade unions as well as business monopolies. Answer: Danbury Hatters Diff: 3 Page Ref: 627 Skill: Factual Topic: Reform in the Cities and States 58) In 1913, a strike at the Rockefeller-owned Colorado Fuel and Iron Industry resulted in the ________. Answer: Ludlow Massacre Diff: 3 Page Ref: 630 Skill: Factual Topic: The Worker in the Progressive Era 59) In 1902, Congress passed the ________ Act. Answer: Newlands Diff: 2 Page Ref: 637 Skill: Factual Topic: Theodore Roosevelt and the Square Deal 60) Roosevelt appointed a(n) ________ that inventoried the nation’s natural resources. Answer: National Conservation Commission Diff: 2 Page Ref: 637 Skill: Factual Topic: Theodore Roosevelt and the Square Deal

The American People, Concise, 7e (Nash) Chapter 20 The Great War MULTIPLE CHOICE 1) The event that caused the outbreak of war in Europe in 1914 was A) France’s invasion of Belgium. B) the sinking of the Lusitania. C) the assassination of Archduke Ferdinand. D) England’s attack on Italy. Answer: C Diff: 2 Page Ref: 649 Skill: Factual Topic: The Early War Years 2) In 1914, the general American reaction to the outbreak of war in Europe was A) a strong desire to declare war against England. B) complete neutrality of mind and action as President Wilson requested. C) relief that the United States was uninvolved. D) a strong desire to fight Germany. Answer: C Diff: 1 Page Ref: 651 Skill: Interpretive Topic: The Early War Years 3) At the beginning of World War I, President Wilson A) advocated an American alliance with England. B) expressed support for a German victory. C) declared a policy of neutrality. D) recommended that the United States stop trading with the belligerent countries. Answer: C Diff: 2 Page Ref: 651 Skill: Interpretive Topic: The Early War Years 4) Many of the young men in the United States who eagerly sought to participate in the Great War perceived it as A) dull. B) an unpleasant burden that they must perform for their country. C) horrible. D) romantic. Answer: D Diff: 2 Page Ref: 651 Skill: Interpretive Topic: The Early War Years

5) During World War I, Germany attempted to resist the British blockade of the sea routes to Germany by A) attacking British ships from German aircraft carriers. B) building a fleet larger than the British navy. C) employing the use of submarines. D) firing rockets. Answer: C Diff: 1 Page Ref: 652 Skill: Interpretive Topic: The Early War Years 6) The adviser who recommended prohibiting Americans from traveling on belligerent ships was A) William Jennings Bryan. B) Walter Hines Page. C) Edward M. House. D) Robert Lansing. Answer: A Diff: 3 Page Ref: 654 Skill: Interpretive Topic: The Early War Years 7) The shift in American public opinion in favor of an Allied victory in World War I occurred when A) Austria attacked Serbia. B) Wilson was reelected in 1916. C) Germany attacked England. D) Germany sank the Lusitania. Answer: D Diff: 2 Page Ref: 654 Skill: Interpretive Topic: The Early War Years 8) In dealing with the relations between Mexico and the United States, President Wilson A) recognized the Huerta government. B) gave in to Mexican demands. C) improved Mexican-American relations by implementing his idealistic principles. D) showed little concern for the interests of the Mexican people. Answer: B Diff: 2 Page Ref: 656-657 Skill: Interpretive Topic: The United States Enters the War 9) The Republican candidate for president in 1916 was A) John Hay. B) Warren Harding. C) William Jennings Bryan. D) Charles Evans Hughes. Answer: D Diff: 2 Page Ref: 656 Skill: Factual Topic: The United States Enters the War

10) Important in creating an atmosphere favorable for the United States’ entry into World War I was A) Germany’s refusal to trade with the United States. B) the de Lôme letter. C) England’s resumption of unrestricted submarine warfare. D) the Zimmermann note. Answer: D Diff: 2 Page Ref: 657 Skill: Interpretive Topic: The United States Enters the War 11) Important in the United States’s decision to enter World War I was A) the pro-German bias of Wilson’s advisers. B) increasing trade with Germany. C) refusal of the English to borrow money from the United States. D) the sinking of five ships in March 1917 by German submarines. Answer: D Diff: 2 Page Ref: 658 Skill: Interpretive Topic: The United States Enters the War 12) In terms of its effect on domestic affairs in the United States, World War I resulted in A) an unfavorable governmental attitude toward labor. B) a decrease in governmental control over the economy. C) restrictions on freedom of speech. D) an enthusiasm for things German. Answer: C Diff: 2 Page Ref: 660 Skill: Interpretive Topic: The United States Enters the War 13) The selective service system implemented by the Wilson administration A) failed to provide sufficient recruits for the U.S. military effort in Europe. B) led to massive riots against the draft. C) was headed by Theodore Roosevelt. D) allowed some young men to avoid military service. Answer: D Diff: 2 Page Ref: 662 Skill: Interpretive Topic: The Military Experience 14) According to information collected by the U.S. government, American soldiers who served in World War I A) were generally poorly educated and unsophisticated. B) were almost all over six feet tall. C) came primarily from urban rather than rural areas. D) almost all had a high-school education. Answer: A Diff: 2 Page Ref: 660 Skill: Interpretive Topic: The Military Experience

15) During World War I, American women A) were prohibited from serving in the military. B) engaged primarily in support service for male soldiers. C) engaged in combat service along with men. D) were not allowed to serve as nurses because of the fear that they might become involved in battle. Answer: B Diff: 2 Page Ref: 661-662 Skill: Interpretive Topic: The Military Experience 16) When the United States entered World War I, black leader W.E.B. Du Bois A) suggested that blacks not register for military service. B) volunteered to lead a black regiment in the war. C) condemned American involvement. D) urged blacks to support the war. Answer: D Diff: 3 Page Ref: 664 Skill: Interpretive Topic: The Military Experience 17) During World War I, the black soldier A) was condemned by W.E.B. Du Bois for participating in the war. B) refused to fight under French leaders. C) proved to be superior to the white soldier. D) typically worked as a stevedore, laborer, or driver. Answer: D Diff: 2 Page Ref: 664 Skill: Interpretive Topic: The Military Experience 18) By the time that the United States decided to enter World War I, A) the Germans had overrun France and were preparing to invade Britain. B) the British and French had essentially defeated the Germans. C) fighting in western Europe had become a bloody stalemate. D) the Italians had defeated the Russians. Answer: C Diff: 2 Page Ref: 664 Skill: Interpretive Topic: The Military Experience 19) American soldiers who participated in World War I A) except for blacks, served in separate units under American commanders. B) because of their inexperience, failed to contribute significantly to the military effort. C) were distributed among allied troops under European commanders. D) served largely as service personnel to European combat soldiers. Answer: A Diff: 3 Page Ref: 665 Skill: Interpretive Topic: The Military Experience

20) During World War I, American troops A) did not participate in any significant battles. B) were extremely well organized. C) helped repel the all-out offensive Germany launched in 1918. D) fought very poorly in general. Answer: C Diff: 3 Page Ref: 665-666 Skill: Interpretive Topic: The Military Experience 21) In financing American involvement in World War I, the Wilson administration A) did little to involve the average citizen directly. B) refused to increase taxes. C) adopted the approach Secretary of the Treasury Salmon P. Chase had used in financing the Civil War. D) increased taxes and borrowing. Answer: D Diff: 2 Page Ref: 667 Skill: Interpretive Topic: The Domestic Impact of the War 22) One important impact of World War I on American society was A) encouragement of progressive reforms. B) to turn the United States into a debtor nation. C) its influence on children. D) an increase in federal power. Answer: D Diff: 3 Page Ref: 675 Skill: Interpretive Topic: Conclusion: The Divided Legacy of the Great War 23) In its effort to mobilize the American economy for the war effort during World War I, the Wilson administration A) issued rationing stamps to limit food consumption. B) quickly increased the construction of battleships. C) failed to recognize the importance of women as consumers. D) used the power of the government to control scarce materials. Answer: D Diff: 3 Page Ref: 668 Skill: Interpretive Topic: The Domestic Impact of the War 24) The labor policy of the Wilson administration during World War I A) showed little concern for the working conditions of women and children. B) sought to protect and extend the rights of organized labor. C) declared the American Federation of Labor illegal. D) staunchly opposed efforts to unionize American workers. Answer: B Diff: 2 Page Ref: 668 Skill: Interpretive Topic: The Domestic Impact of the War

25) During World War I, women in the United States A) made few significant contributions to the war effort. B) demonstrated that they were unable to assume most of the jobs traditionally occupied by men. C) served in combat. D) found new employment opportunities. Answer: D Diff: 2 Page Ref: 668 Skill: Interpretive Topic: The Domestic Impact of the War 26) During World War I, social justice progressives in the United States A) found no government support for their policies. B) failed to achieve legislation restricting alcohol consumption and prostitution near military bases. C) endorsed all aspects of the Wilson war policies. D) criticized the government’s restriction on freedom of speech. Answer: D Diff: 2 Page Ref: 670 Skill: Interpretive Topic: The Domestic Impact of the War 27) By 1918, those who opposed the woman suffrage movement A) argued that it would defeminize women. B) argued that it would interfere with the war effort. C) were led by Carrie Chapman Catt. D) included President Woodrow Wilson. Answer: A Diff: 2 Page Ref: 670 Skill: Interpretive Topic: The Domestic Impact of the War 28) Wilson based his plan for peace among the warring nations on A) the Fourteen Points. B) American support for a Russian invasion of Germany. C) the 10-Percent Plan. D) unconditional surrender by Germany. Answer: A Diff: 1 Page Ref: 672 Skill: Factual Topic: Planning for Peace 29) President Wilson led the American delegation to the negotiations in Paris in 1918 A) because he considered Secretary of State Lansing incompetent. B) to reassure Henry Cabot Lodge that American interests would be protected at the conference. C) accompanied by the secretary of state, technical experts, and other advisers. D) at the insistence of the Senate. Answer: C Diff: 3 Page Ref: 672 Skill: Interpretive Topic: Planning for Peace

30) How did President Woodrow Wilson view Henry Cabot Lodge? A) He admired him. B) He hated him. C) He was jealous of him. D) He befriended him. Answer: B Diff: 2 Page Ref: 672 Skill: Factual Topic: Planning for Peace 31) How did ordinary Europeans view Wilson when he arrived in Europe? A) They cheered enthusiastically for him. B) They pelted him with eggs and rocks. C) They ignored him. D) They remained neutral in their opinion of Wilson. Answer: A Diff: 2 Page Ref: 672 Skill: Factual Topic: Planning for Peace 32) What did Wilson mean by his use of the term “self-determination”? A) Americans could dictate the international political order. B) Europeans should dictate the international political order. C) Each national group should have its own country, and people should decide in which country they wanted to live. D) People should live in nations based on decisions made in Africa. Answer: C Diff: 2 Page Ref: 672 Skill: Factual Topic: Planning for Peace 33) Which of the following new countries were created as part of the peace process of World War I? A) Poland B) Czechoslovakia C) Finland D) All of the above. Answer: D Diff: 2 Page Ref: 672 Skill: Factual Topic: Planning for Peace 34) Which of the following movements did President Wilson particularly fear after World War I? A) capitalism B) Bolshevism C) woman suffrage D) self-determination Answer: B Diff: 2 Page Ref: 672 Skill: Factual Topic: Planning for Peace

35) Which of the following was a major mistake of Wilson’s and other Allied leaders during the peace process? A) the exclusion of Soviet Russia B) the inclusion of France C) the inclusion of England D) the inclusion of American congressmen Answer: A Diff: 2 Page Ref: 672 Skill: Factual Topic: Planning for Peace 36) What were the major concessions that Wilson had to give up at the Versailles peace conference? A) He agreed that Germany should pay high reparations. B) He agreed to a mandate system of French and British takeover of German colonies. C) He agreed that Germany would lose its oil and coal-rich regions. D) All of the above. Answer: D Diff: 2 Page Ref: 673 Skill: Factual Topic: Planning for Peace 37) What were the actions of the black leader W.E.B. Du Bois during the Versailles peace conference? A) He was in Paris, France, to attend the Pan-African Conference. B) He supported a Japanese resolution at the Versailles conference that called for global racial equality. C) He made statements opposing colonialism. D) All of the above. Answer: D Diff: 2 Page Ref: 673-674 Skill: Factual Topic: Planning for Peace 38) All of the following are true regarding the U.S. and Japanese mission to Russia in 1919 EXCEPT the A) governments sent a military mission to defeat Bolshevism. B) Russians never forgot the invasion. C) United States and Japan wanted to create a moderate state. D) widespread fighting took place between Russia and the two nations. Answer: D Diff: 2 Page Ref: 673-674 Skill: Factual Topic: Planning for Peace 39) Which of the following articles of the Versailles treaty did Wilson refuse to compromise with the U.S. Senate? A) Article 10 B) Article 11 C) Article 12 D) Article 13 Answer: A Diff: 2 Page Ref: 674 Skill: Factual Topic: Planning for Peace 240 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

TRUE/FALSE 40) In his dealings with the Latin American countries, President Wilson essentially reversed the policies that Theodore Roosevelt had applied to those countries. Answer: FALSE Diff: 2 Page Ref: 655 Skill: Interpretive Topic: The Early War Years 41) Throughout his administration, President Wilson steadfastly adhered to the principles of the New Freedom that he had enunciated during the campaign of 1912. Answer: FALSE Diff: 3 Page Ref: 652-655 Skill: Interpretive Topic: The Early War Years 42) In January 1917, the German government attempted to get the United States to help negotiate a peace settlement with its enemies. Answer: FALSE Diff: 3 Page Ref: 654 Skill: Interpretive Topic: The Early War Years 43) President Woodrow Wilson, regarding the Treaty of Versailles, was more naïve and idealistic than his European counterparts. Answer: FALSE Diff: 3 Page Ref: 672 Skill: Interpretive Topic: Planning for Peace 44) German feelings of betrayal at the aftermath of World War I would have terrible repercussions over the next three decades. Answer: TRUE Diff: 2 Page Ref: 674 Skill: Interpretive Topic: Planning for Peace 45) Wilson successfully achieved freedom of the seas and the collapse of trade barriers during the Versailles peace conference. Answer: FALSE Diff: 2 Page Ref: 674 Skill: Interpretive Topic: Planning for Peace 46) Hate and intolerance were long-term legacies of the Versailles peace conference and treaty. Answer: TRUE Diff: 2 Page Ref: 674 Skill: Interpretive Topic: Planning for Peace

47) During his stump tour of the nation to convince the American people of the importance of the Versailles treaty, Wilson was received with criticism, jeers, and protests. Answer: FALSE Diff: 2 Page Ref: 674 Skill: Interpretive Topic: Planning for Peace 48) For the final year and a half of his term, Wilson was incapacitated by a stroke. Answer: TRUE Diff: 2 Page Ref: 675 Skill: Interpretive Topic: Planning for Peace 49) The suffrage victory of women started a feminist reform movement that made major and immediate gains. Answer: FALSE Diff: 2 Page Ref: 670-671 Skill: Interpretive Topic: The Domestic Impact of the War ESSAY 50) Discuss the reasons why the U.S. government announced a policy of neutrality at the outbreak of war in Europe in 1914, as well as the difficulties the United States had in maintaining such a policy prior to its entry into the war in 1917. Answer: At the beginning of World War I, the Wilson administration considered the United States above fighting to solve political problems, and considered that the United States didn’t have any major stake in the outcome of the war. The British blockade of Germany, and German retaliation through the use of submarine warfare, however, made it impossible for the United States to remain uninvolved. Diff: 2 Page Ref: 651-655 Skill: Interpretive Topic: The Early War Years 51) Discuss the factors that motivated American foreign policy in Latin America during the Wilson administration and evaluate the success of that policy in dealing with Mexico. Answer: American policy toward the Latin American countries during the Wilson administration was designed to support American economic interests in the area. Wilson’s idealism led to American intervention in Mexico, creating tension and confrontation with that country. The United States intervened militarily in the Dominican Republic and Nicaragua to guarantee political stability in the area in order to protect American economic and national security interests. Diff: 3 Page Ref: 654-657 Skill: Interpretive Topic: The Early War Years

52) Discuss the approach of the American government in promoting support for American involvement in World War I among its citizens and evaluate the impact of these policies on the activities of the American people. Answer: The federal government promoted the war as a patriotic crusade under direction of the Creel Committee. This approach soon became anti-German and anti-immigrant and often encouraged violence or even murder against unpopular groups. During the war the government passed a series of laws restricting individual freedom and civil rights. Diff: 2 Page Ref: 658-664 Skill: Interpretive Topic: The United States Enters the War 53) Suppose you were a typical white American soldier during World War I. Describe your characteristics and the experiences you probably would have had while fighting in Europe. Answer: The typical white American soldier during World War I was about 22-years old, 5-feet 7-inches tall, and weighed 142 pounds. He was often illiterate or uneducated and generally unsophisticated. His military experiences exposed him to many new goods and ideas, such as movies, the automobile, and razors. Inexperienced at first on the battlefield, American soldiers contributed to the success in several battles near the end of the war. Combat proved to be much less romantic than many of them had expected. Diff: 3 Page Ref: 660-662; 664-666 Skill: Interpretive Topic: The Military Experience 54) Suppose you were a black American soldier fighting in Europe during World War I. Describe your military experiences while over there. Answer: The typical black American soldier during World War I suffered from the same discrimination by American whites as he had experienced in civilian life. Blacks were generally used to support white military personnel in jobs such as stevedores. When fighting under French leadership, however, black Americans proved themselves as capable as other soldiers. Many American whites used the failure of the ill-equipped and ill-trained all-black 92nd division in the battle of the Argonne to support their view that black soldiers were not militarily capable. Diff: 2 Page Ref: 664-666 Skill: Interpretive Topic: The Military Experience 55) Discuss the activities of the government in mobilizing the American economy after the United States entered World War I. Answer: Realizing that the war would be expensive, the Wilson administration financed the war by borrowing and raising taxes. In order to involve the American people directly in the war effort, the government promoted the sale of liberty bonds. To coordinate the economy and ensure efficiency, the government extended federal control through establishment of the Food Administration, War Industries Board, and United Railway Administration. They ensured labor peace by protecting and extending the rights of organized labor. Diff: 2 Page Ref: 667-668 Skill: Interpretive Topic: The Domestic Impact of the War

56) Discuss how progressives attempted to promote their philosophy during World War I. Answer: Progressives saw the war as an opportunity to encourage social planning. They used the war effort to promote collective bargaining, the eight-hour day, protection of women and children in the workplace, and government housing projects. They also supported woman suffrage and prohibition. Diff: 2 Page Ref: 670-671 Skill: Interpretive Topic: The Domestic Impact of the War 57) Discuss President Woodrow Wilson’s role in drafting the Treaty of Paris at the end of World War I. Answer: President Wilson attended the Paris Peace Conference to bring peace to an imperialistic and greedy world. He embodied his idealistic, and often naïve, goals in his Fourteen Points, being especially concerned with the establishment of a League of Nations to maintain world peace. In order to obtain approval of the League, Wilson was forced to compromise many of his other goals. Diff: 2 Page Ref: 672-674 Skill: Interpretive Topic: Planning for Peace 58) Discuss the factors that brought about the failure of the United States to ratify the Treaty of Versailles. Answer: Wilson made a serious blunder when he failed to take any prominent Republican politicians to Paris with him to negotiate the peace treaty, since the Republicans had gained a majority in the Senate in the election of 1918. Personality differences between Wilson and Lodge, chair of the Senate Foreign Relations Committee, made it difficult for them to resolve their differences concerning the League of Nations. When Wilson suffered a stroke, those supporting the League lost their most valuable leader. Diff: 2 Page Ref: 674-675 Skill: Interpretive Topic: Planning for Peace IDENTIFICATION 59) In 1913, President Wilson complicated relations between the United States and ________ when he attempted to remove what he called a “government of butchers” in that country. Answer: Mexico Diff: 2 Page Ref: 655 Skill: Factual Topic: The Early War Years 60) In 1916 Wilson ordered ________ to lead an expeditionary force into northern Mexico. Answer: General John Pershing Diff: 2 Page Ref: 655 Skill: Factual Topic: The Early War Years 61) The typical American soldier had attended ________before entering the war. Answer: high school Diff: 2 Page Ref: 658 Skill: Factual Topic: The Military Experience

62) African American men fought in the war in ________ units. Answer: segregated Diff: 2 Page Ref: 662 Skill: Factual Topic: The Military Experience 63) The ________ Act of 1917 boosted the tax rate sharply to finance the American war effort. Answer: War Revenue Diff: 2 Page Ref: 665 Skill: Factual Topic: The Early War Years 64) A race riot between black soldiers and white civilians during the war took place in________Texas, in 1917. Answer: Houston Diff: 2 Page Ref: 662 Skill: Factual Topic: The Military Experience 65) By the spring of 1918, the nation of ________had left the war. Answer: Russia Diff: 2 Page Ref: 663 Skill: Factual Topic: The Early War Years

The American People, Concise, 7e (Nash) Chapter 21 Affluence and Anxiety MULTIPLE CHOICE 1) For blacks like the Parker family, World War I provided A) fulfillment of their dream of racial equality. B) new opportunities in the North. C) an escape from racial prejudice. D) new opportunities in the South. Answer: B Diff: 2 Page Ref: 691 Skill: Interpretive Topic: American Stories 2) In the 1920s, the enthusiasm for social progress A) evaporated. B) continued at a more moderate pace. C) was less popular because of the Depression. D) increased. Answer: A Diff: 2 Page Ref: 680 Skill: Interpretive Topic: Postwar Problems 3) The tensions and hostilities evident in the United States during the 1920s can be partially explained by A) the continued dominance of the progressive reform movement. B) a decline in religious fundamentalism. C) the increase in immigration into the United States from northern European countries. D) the fear that foreigners were destroying the American way of life. Answer: D Diff: 2 Page Ref: 680 Skill: Interpretive Topic: Postwar Problems 4) The “Red Scare” during the 1920s refers to A) American fears of communist influence in the United States. B) a literary device used by those who criticized American society. C) fears by white Americans that the Indians would attempt to reclaim their lost lands. D) the attempt of the Soviet Union to establish communism in Cuba. Answer: A Diff: 3 Page Ref: 680 Skill: Interpretive Topic: Postwar Problems

5) The strikes that occurred in the United States during 1919 indicated that most American workers A) hoped to overthrow the government. B) followed the philosophy of A. Mitchell Palmer. C) supported communism. D) wanted higher wages. Answer: D Diff: 2 Page Ref: 680 Skill: Interpretive Topic: Postwar Problems 6) Public reaction to the series of strikes that occurred in the United States during 1919 tended to A) condemn the actions of the attorney general. B) support the justice of the strikers’ cause. C) view the strikers as patriots exercising their right to assembly. D) blame the communists for the unrest. Answer: D Diff: 2 Page Ref: 680 Skill: Interpretive Topic: Postwar Problems 7) During the Red Scare of 1919, the attorney general of the United States A) staunchly defended the civil rights of those who had been accused of being communists. B) used military force against Indians who attempted to seize land they claimed belonged to them. C) defended the actions of Ku Klux Klan members because of their commitment to traditional American principles. D) violated the rights of many radicals. Answer: D Diff: 3 Page Ref: 680-681 Skill: Interpretive Topic: Postwar Problems 8) During the 1920s, the Ku Klux Klan A) stressed religious as well as racial nativism. B) supported Catholics but not Jews. C) operated exclusively in the southern states. D) became less influential. Answer: A Diff: 1 Page Ref: 694 Skill: Interpretive Topic: Postwar Problems 9) The outcome of the Sacco-Vanzetti case indicated A) a commitment by the political leaders to pursue justice against public pressure for conviction. B) that they clearly were guilty of murder. C) clearly that the two men were not radicals. D) an unreasoned fear of foreigners and radicals. Answer: D Diff: 2 Page Ref: 681 Skill: Interpretive Topic: Postwar Problems

10) An important change in the lifestyle of the American people during the 1920s was brought about by A) improved bathroom facilities. B) a decline in religious controversy. C) the kitchen revolution. D) the development of television. Answer: A Diff: 2 Page Ref: 684 Skill: Factual Topic: A Prospering Economy 11) During the 1920s, in the United States, A) the American diet improved. B) Americans had less leisure time. C) people had fewer educational opportunities. D) benefits of prosperity were more evenly distributed among the American people. Answer: A Diff: 3 Page Ref: 684 Skill: Interpretive Topic: A Prospering Economy 12) During the 1920s, businesses in the United States A) failed to recognize the importance of planning. B) saw the decline of business concentration. C) saw the emergence of a new kind of manager. D) rejected the ideas of Frederick Taylor. Answer: C Diff: 2 Page Ref: 684 Skill: Interpretive Topic: A Prospering Economy 13) In economic terms, the period of the 1920s in the United States could be characterized as a(n) A) second industrial revolution. B) era of agricultural prosperity. C) era of industrial depression. D) era of few technological developments. Answer: A Diff: 2 Page Ref: 687 Skill: Interpretive Topic: A Prospering Economy 14) An important factor in changing American lifestyles during the 1920s was A) the widespread use of the automobile. B) an increase in air travel. C) the repeal of prohibition. D) the development of television. Answer: A Diff: 2 Page Ref: 685-686 Skill: Interpretive Topic: A Prospering Economy

15) Henry Ford earned a reputation as a(n) A) progressive industrial leader. B) technological genius. C) conservative businessman. D) imitator rather than innovator. Answer: A Diff: 3 Page Ref: 685-686 Skill: Factual Topic: A Prospering Economy 16) During the 1920s, American cities A) experienced little growth in their central areas. B) ceased to grow in size. C) generally prohibited automobile traffic within their limits. D) experienced considerable suburban expansion. Answer: D Diff: 2 Page Ref: 683 Skill: Interpretive Topic: A Prospering Economy 17) An important aspect of the communications revolution that occurred during the 1920s was A) the widespread use of television. B) a decline in the significance of advertising. C) the development of computer technology. D) an expanded use of the telephone. Answer: D Diff: 2 Page Ref: 687 Skill: Interpretive Topic: A Prospering Economy 18) The 1920s represented a period in American history when A) technological developments had little impact on the American way of life. B) a new culture of consumption and pleasure clashed with traditional values. C) urbanization declined. D) few people had access to new forms of entertainment. Answer: B Diff: 3 Page Ref: 690 Skill: Interpretive Topic: Clashing Values 19) The Scopes trial symbolized A) the progress made by immigrants. B) the continuing animosity between northern and southern states. C) the clash between traditional and modern values. D) labor’s struggle to unionize. Answer: C Diff: 2 Page Ref: 690 Skill: Interpretive Topic: Clashing Values

20) Intolerance during the 1920s in the United States was reflected in the A) suppression of the Ku Klux Klan. B) increased success of labor unions. C) popularity of jazz. D) passage of restrictive immigration laws. Answer: D Diff: 2 Page Ref: 693 Skill: Interpretive Topic: Hopes Raised, Promises Deferred 21) By the end of the 1920s, African Americans A) had fully assimilated into American society. B) were returning to their earlier roles in southern society. C) had only partly fulfilled the dreams with which they began the decade. D) were pleased with the changes in their lifestyle. Answer: C Diff: 3 Page Ref: 694 Skill: Interpretive Topic: Hopes Raised, Promises Deferred 22) An important leader in the black-pride movement during the 1920s was A) Booker T. Washington. B) Marcus Garvey. C) Jean Toomer. D) Stokely Carmichael. Answer: B Diff: 2 Page Ref: 694 Skill: Factual Topic: Hopes Raised, Promises Deferred 23) The Harlem Renaissance is a term that refers to A) the name of a jazz group during the 1960s. B) black American intellectuals and artists who stressed black pride. C) a Dutch intellectual movement that greatly influenced American thought. D) the white American writers who fled to Europe during the 1920s. Answer: B Diff: 1 Page Ref: 695-696 Skill: Interpretive Topic: Hopes Raised, Promises Deferred 24) During the 1920s, most of the novelists who achieved lasting importance A) repudiated any allegiance to traditional American ideals. B) wrote almost entirely about European subjects. C) criticized values prevailing in America during the decade. D) celebrated America’s achievements during World War I. Answer: C Diff: 3 Page Ref: 692-693 Skill: Interpretive Topic: Clashing Values

25) The American author who, during the 1920s, wrote The Great Gatsby, a novel critical of the American success myth, was A) William Faulkner. B) Sinclair Lewis. C) F. Scott Fitzgerald. D) Ernest Hemingway. Answer: C Diff: 2 Page Ref: 692 Skill: Factual Topic: Clashing Values 26) In general, during the 1920s, women in the United States A) more often worked outside the home. B) had more children. C) were almost all involved in the “flapper” craze. D) found housework less time-consuming. Answer: A Diff: 3 Page Ref: 696 Skill: Interpretive Topic: Hopes Raised, Promises Deferred 27) During the 1920s, women A) found the hopes and promises of prewar feminism unfulfilled. B) eliminated the double standard in job opportunities. C) had more children than women living before World War I. D) experienced greater restrictions on their sexual freedom. Answer: A Diff: 3 Page Ref: 696 Skill: Interpretive Topic: Hopes Raised, Promises Deferred 28) The 1927 Mississippi flood A) demonstrated Coolidge’s lack of concern for people’s problems. B) set a precedent for federal involvement in local affairs. C) destroyed homes, but stimulated an effort to improve housing for sharecroppers. D) caused extensive damage because nobody had taken any precautions against flooding. Answer: B Diff: 3 Page Ref: 690 Skill: Interpretive Topic: A Prospering Economy 29) During the 1920s, the U.S. government A) pursued an aggressive policy of regulating business activities. B) generally promoted progressive reform programs. C) rejected concepts of planning as too socialistic. D) was often influenced by the wealthy. Answer: D Diff: 3 Page Ref: 698 Skill: Interpretive Topic: The Business of Politics 251 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

30) All of the following statements are true about Herbert Hoover EXCEPT A) He had made a fortune as a mining engineer before World War I. B) He earned a reputation as a great humanitarian during World War I. C) Many progressives supported him as a presidential candidate in 1920. D) He did not support conservation. Answer: D Diff: 2 Page Ref: 700 Skill: Factual Topic: The Business of Politics 31) What did Herbert Hoover accomplish during the Coolidge administration? A) He regulated the airlines. B) He standardized manufacturing products. C) He supported zoning codes. D) All of the above. Answer: D Diff: 2 Page Ref: 700 Skill: Factual Topic: The Business of Politics 32) What were some of the ominous clouds on the international horizon during the 1920s? A) Fascism became prevalent in Italy and Spain B) Germany remained mired in economic chaos. C) Colonial powers still dominated and competed in Africa. D) All of the above. Answer: D Diff: 2 Page Ref: 701 Skill: Factual Topic: The Business of Politics 33) All of the following statements are true about the Kellogg-Briand pact EXCEPT: A) The pact began as a suggestion by France for a treaty of mutual friendship with the United States. B) Britain refused to sign the pact. C) Secretary of State Kellogg expanded the pact into a multinational treaty outlawing war. D) Sixty-two nations eventually signed the pact. Answer: B Diff: 2 Page Ref: 703 Skill: Factual Topic: The Business of Politics 34) Who did the Democrats nominate in 1928 for president? A) Theodore Roosevelt B) Al Smith C) Woodrow Wilson D) Clarence Darrow Answer: B Diff: 2 Page Ref: 703 Skill: Factual Topic: The Business of Politics

35) All of the following statements are true about the outcome of the 1928 election EXCEPT: A) Hoover won in a landslide. B) The campaign revitalized the Democratic party. C) For the first time, the Democrats had carried the nation’s 12 largest cities. D) The election was decided by the House of Representatives. Answer: D Diff: 2 Page Ref: 703 Skill: Factual Topic: The Business of Politics 36) October 24, the day the stock market plummeted, is known as A) “Black Tuesday.” B) ”Red Tuesday.“ C) ”Black Thursday.” D) “White Friday.” Answer: C Diff: 2 Page Ref: 703, 706 Skill: Factual Topic: The Business of Politics 37) What were the similarities between the Democrat and Republican party candidates for president in 1928? A) Both were self-made men. B) Both were progressives. C) Both favored organized labor. D) All of the above. Answer: D Diff: 2 Page Ref: 703 Skill: Factual Topic: The Business of Politics 38) What major changes to farming made it difficult for average farmers to compete with large agricultural corporations during the 1920s? A) Chemical fertilizers increased yield. B) Hybrid seeds increased yield. C) Mechanization increased efficiency. D) All of the above. Answer: D Diff: 2 Page Ref: 689 Skill: Factual Topic: A Prospering Economy 39) How did farmers try to solve their agricultural problems during the 1920s? A) by forming organizations, lobbying Congress, and acting collectively B) by pursuing individual strategies of protest C) by withholding produce from the market D) by marching on Washington, D.C. Answer: A Diff: 2 Page Ref: 689 Skill: Factual 253 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

Topic: The Business of Politics TRUE/FALSE 40) The period of the 1920s in the United States can best be described by the phrase “jazz age.” Answer: FALSE Diff: 2 Page Ref: 679; 695-696 Skill: Interpretive Topic: American Stories 41) The Ku Klux Klan of the 1920s confined its activities to segregating African Americans. Answer: FALSE Diff: 2 Page Ref: 682-683 Skill: Interpretive Topic: Postwar Problems 42) During the 1920s, the American standard of living declined. Answer: FALSE Diff: 2 Page Ref: 684 Skill: Factual Topic: A Prospering Economy 43) Herbert Hoover believed that the primary function of government was to educate and promote, but not to reform. Answer: TRUE Diff: 2 Page Ref: 700 Skill: Factual Topic: The Business of Politics 44) The 1920s are often called a time of isolation for U.S. foreign affairs. Answer: TRUE Diff: 2 Page Ref: 701 Skill: Factual Topic: The Business of Politics 45) U.S. corporate investments decreased sevenfold overseas during the decade. Answer: FALSE Diff: 2 Page Ref: 701 Skill: Factual Topic: The Business of Politics 46) Reflecting U.S. economic expansion, over 70 percent of the films shown in Britain, Canada, and France in 1926 were made in the United States. Answer: TRUE Diff: 2 Page Ref: 702 Skill: Factual Topic: The Business of Politics

47) During the 1920s, the United States bought nearly 60 percent of Latin America’s exports and sold Latin America 50 percent of its imports. Answer: TRUE Diff: 2 Page Ref: 702 Skill: Factual Topic: The Business of Politics 48) By the end of the 1920s, the United States controlled the financial affairs of only one Latin American nation. Answer: FALSE Diff: 2 Page Ref: 702 Skill: Factual Topic: The Business of Politics 49) Mexico frightened U.S. businessmen during the decade by privatization of the nation’s oil and mineral supplies. Answer: FALSE Diff: 2 Page Ref: 702 Skill: Factual Topic: The Business of Politics ESSAY 50) Suppose you were John Parker, the black Alabama sharecropper who moved north during World War I. Describe the hopes related to your decision to move to the North and analyze the degree to which you were able to fulfill those hopes during the 1920s. Answer: When blacks like John Parker decided to move to the North during World War I, they were seeking greater economic opportunity and social freedom. Blacks did find greater economic opportunity in the North, but they still found themselves in the less desirable and lower paying jobs. They also still faced much discrimination against blacks in the North. After the end of the war, blacks often lost many of the gains they had made economically, but many were still better off than they had been before the war. Diff: 3 Page Ref: 678-679 Skill: Applied Topic: American Stories 51) After World War I, fear of communism generally permeated attitudes among the American people. Explain the reasons for the development of this fear and discuss the events that reflect this fear in American society during the 1920s. Answer: Many Americans came to believe after World War I that communism represented a real threat to the American way of life. When workers struck for higher wages, their protests were often interpreted as communist-inspired. The attorney general, A. Mitchell Palmer, launched a series of raids, in the process often violating the civil rights of the accused, to deport communists from the United States. Diff: 2 Page Ref: 680-681 Skill: Interpretive Topic: Postwar Problems

52) Discuss the general attitude of native-born white Americans toward immigrants during the 1920s. Answer: Native-born white Americans tended to view immigrants as a threat to the traditional American way of life. This fear fueled the Red Scare and brought demands for conviction of Sacco and Vanzetti for murder, largely because of their belief in anarchy. For the first time in its history, the United States imposed major restrictions on immigration, structuring the laws to encourage migration of those most like the white Protestants who had dominated American society before the Civil War. Mexican immigrants faced exploitation and discrimination. Diff: 2 Page Ref: 693 Skill: Interpretive Topic: Hopes Raised, Promises Deferred 53) Explain the reasons for the revival of the Ku Klux Klan during the 1920s and evaluate the extent to which the Klan was able to attain its goals successfully. Answer: As the United States became more urban, tension increased between rural and urban Americans. White Protestants feared that successful Catholics and Jews, as well as blacks, were threatening their way of life. The Ku Klux Klan arose to control these groups. Unlike the Klan during Reconstruction, the new Klan gained significance outside, as well as inside, the South. After gaining considerable political power in some states, after 1924 the influence of the Klan declined. Diff: 2 Page Ref: 682-683 Skill: Interpretive Topic: Postwar Problems 54) Suppose you belonged to a middle-class family during the 1920s. Describe what would probably have been characteristic of your lifestyle during that period. Answer: During the 1920s the living standard of the typical middle-class family steadily rose. Electrification of the homes and greater availability of modern bathroom facilities made living more pleasant and some work easier. The automobile increased mobility, leading many families to move to the suburbs, while also significantly changing the dynamics of family life. The radio, telephone, and movies provided greater entertainment opportunities and brought more communication between individuals. Diff: 3 Page Ref: 689-692 Skill: Applied Topic: A Prospering Economy 55) Discuss the major technological and business innovations that promoted economic prosperity in the United States during the 1920s. Answer: During the 1920s, the rise of modern corporations transformed American business. A new managerial style developed, emphasizing planning and efficiency. Electrification essentially ushered in a ‘second industrial revolution,’ increasing productivity and the development of new products. Development of the automobile spurred economic growth, especially with the use of the assembly line. A communications revolution, brought on by the use of the telephone, changed the way business operated. Diff: 2 Page Ref: 687-689 Skill: Interpretive Topic: A Prospering Economy

56) Suppose that you were a black intellectual living in New York City and observing the various aspects of black life in the United States during the 1920s. Describe what you would consider the major aspects of black life and culture during that period. Answer: Many blacks moved north for better economic opportunities. Those inclined toward artistic and intellectual pursuits often settled in Harlem. While blacks received better treatment in the North than they had experienced in the South, they were still the victims of discrimination, prejudice, and race riots. Leaders such as W.E.B. Du Bois and Marcus Garvey offered different approaches to improving conditions for blacks. Black intellectuals faced the dilemma of trying to present the black position while drawing support for their work from whites. Diff: 3 Page Ref: 694-696 Skill: Applied Topic: Hopes Raised, Promises Deferred 57) Pretend that you are reporting for a contemporary women’s magazine concerning the conditions of women during the 1920s. How would you describe the lifestyle of women in each class of American society, and how would you evaluate the change, if any, in the rights and opportunities for women in that period? Answer: For some middle- and upper-class women, the 1920s was the age of the flapper. This group tended to enjoy greater sexual freedom than their predecessors and with the decline in family size they also enjoyed more leisure and educational opportunities. Technological development eased the burden of those who could afford the new conveniences, while advertising attempted to influence their spending habits. More women worked outside the home (lower-class women often because they had to do so), where they were still treated unequally. Diff: 2 Page Ref: 696-698 Skill: Applied Topic: Hopes Raised, Promises Deferred 58) Discuss the philosophy of the three Republican presidents of the 1920s and evaluate their handling of the major developments in American domestic and foreign policies during their administrations. Answer: All three Republican presidents during the 1920s were basically economically conservative. Harding’s administration was racked with scandals. Coolidge was committed to limited government and supported policies favorable to business interests, while Hoover emphasized planning and efficiency. All three pursued an isolationist foreign policy while emphasizing the development of American trade. They supported disarmament and an interventionist policy toward Latin America and demanded that the European governments pay their debts to the United States. Diff: 3 Page Ref: 698-706 Skill: Interpretive Topic: The Business of Politics 59) Discuss the events that indicate the survival of progressivism during the 1920s. Answer: While the 1920s was a period of reaction against reform, progressivism did not completely disappear. Reformers pressed for a constitutional amendment to end child labor, and Congress passed the Sheppard-Towner Maternity Act in an attempt to reduce infant mortality in the United States, although the act was repealed in 1929. Reformers also succeeded in passage of the Eighteenth Amendment, prohibiting the manufacture and consumption of alcohol, which unfortunately encouraged lawlessness and the development of organized crime. Diff: 2 Page Ref: 701 Skill: Interpretive Topic: The Business of Politics

IDENTIFICATION 60) In 1919, Attorney General ________ led a campaign to suppress radicalism in the United States. Answer: A. Mitchell Palmer Diff: 2 Page Ref: 680-681 Skill: Factual Topic: Postwar Problems 61) Sacco and Vanzetti, admitted ________, were convicted of murder and robbery more because of their radicalism than because there was clear evidence of their guilt. Answer: anarchists Diff: 3 Page Ref: 681 Skill: Factual Topic: Postwar Problems 62) The first inexpensive family car available to Americans during the 1920s was the ________. Answer: Model T Diff: 2 Page Ref: 686 Skill: Factual Topic: A Prospering Economy 63) In 1927, ________ became the first person to fly across the Atlantic alone. Answer: Charles Lindbergh Diff: 2 Page Ref: 688 Skill: Factual Topic: A Prospering Economy 64) Herbert Hoover served as Secretary of ________ under the Harding and Coolidge administrations. Answer: Commerce Diff: 2 Page Ref: 700 Skill: Factual Topic: The Business of Politics 65) Hoover helped to push the __________ Act through Congress in 1924—the first of its kind. Answer: Pollution Diff: 2 Page Ref: 700 Skill: Factual Topic: The Business of Politics

The American People, Concise, 7e (Nash) Chapter 22 The Great Depression and the New Deal MULTIPLE CHOICE 1) In general, Americans responded to the suffering they experienced during the Great Depression A) by rejecting the capitalistic system. B) with a sense of guilt. C) by refusing to work. D) by embracing socialist principles. Answer: B Diff: 3 Page Ref: 710 Skill: Interpretive Topic: American Stories 2) An important factor in bringing about the Depression in 1929 was the A) fact that only 2 percent of the American population owned any kind of stock in 1929. B) excessive prices charged by American farmers during the 1920s. C) shallow and superficial nature of prosperity during the 1920s. D) extremely high cost of wages and raw materials during the 1920s. Answer: C Diff: 3 Page Ref: 711 Skill: Interpretive Topic: The Great Depression 3) President Hoover initially responded to the collapse of the American economy by A) stressing the seriousness and long-term nature of the problem. B) demanding that Congress raise taxes. C) creating agencies and boards such as the National Credit Corporation and the Emergency Committee for Employment. D) vetoing the Agricultural Marketing Act. Answer: C Diff: 3 Page Ref: 711 Skill: Interpretive Topic: The Great Depression 4) The impact of the Great Depression on family life in the United States resulted in A) a decrease in the divorce rate. B) an increase in the birthrate. C) an increase in the marriage rate. D) more happy marriages. Answer: A Diff: 3 Page Ref: 724 Skill: Interpretive Topic: The Great Depression

5) The Bonus Army A) formed to distribute aid to the poor. B) was composed of veterans seeking their pay bonuses. C) acted to prevent violent strikes. D) broke up urban riots. Answer: B Diff: 3 Page Ref: 715 Skill: Interpretive Topic: Economic Decline 6) Herbert Hoover failed as a presidential leader partially because A) he wanted to extend the power of the federal government too much. B) his personality and background limited his actions. C) he was too political. D) he was a communist. Answer: B Diff: 3 Page Ref: 713-715 Skill: Interpretive Topic: Economic Decline 7) The New Deal was based upon A) socialist principles. B) the belief that it was possible to create a just society. C) strict economic orthodoxy. D) the suggestions made to Roosevelt by President Hoover. Answer: B Diff: 2 Page Ref: 716 Skill: Interpretive Topic: Roosevelt and the First New Deal 8) During the 1932 presidential campaign, Franklin Roosevelt A) often appeared vague concerning his plans for dealing with the Depression. B) promoted a policy of massive spending by the federal government. C) called for the United States to abandon the gold standard. D) avoided the South. Answer: A Diff: 2 Page Ref: 716-717 Skill: Interpretive Topic: Roosevelt and the First New Deal 9) One thing that Franklin Roosevelt was able to do better than Herbert Hoover was to A) effectively oppose welfare legislation by the federal government. B) inflexibly pursue a well-defined political program. C) resist Congress’s demand for new and experimental programs. D) communicate a sense of confidence to the American people. Answer: D Diff: 3 Page Ref: 718 Skill: Interpretive Topic: Roosevelt and the First New Deal

10) The first woman to serve in a president’s Cabinet was appointed by Franklin Roosevelt to the position of A) Secretary of Labor. B) Defense Secretary. C) Secretary of the Interior. D) Secretary of State. Answer: A Diff: 3 Page Ref: 718 Skill: Interpretive Topic: Roosevelt and the First New Deal 11) During the presidency of Franklin Roosevelt, his wife Eleanor A) attempted to remain relatively inconspicuous in order not to embarrass the president. B) promoted a policy of social reform. C) had little or no influence on policy. D) divorced him. Answer: B Diff: 2 Page Ref: 727-728 Skill: Interpretive Topic: Roosevelt and the First New Deal 12) During his first 100 days in office, Franklin Roosevelt A) collected information and advice about curing the Depression. B) continued Hoover’s policies without adding any new ones of his own. C) rushed a bewildering number of bills through Congress. D) did little to assist the nation. Answer: C Diff: 1 Page Ref: 719 Skill: Interpretive Topic: One Hundred Days 13) The most immediate problem facing Roosevelt in March of 1933 was A) bank failures. B) labor unrest. C) farm foreclosures. D) veterans’ bonuses. Answer: A Diff: 2 Page Ref: 719 Skill: Factual Topic: One Hundred Days 14) Harry Hopkins, director of the Federal Emergency Relief Administration, A) showed little concern for the needs of young people. B) preferred work relief to direct relief. C) considered direct relief highly desirable. D) believed the unfortunate in society should rely exclusively on private charity. Answer: B Diff: 3 Page Ref: 720 Skill: Interpretive Topic: One Hundred Days

15) The Agricultural Adjustment Act, designed by the New Deal to confront the nation’s agricultural crisis, A) rejected the concept of “parity prices.” B) successfully limited agricultural production. C) helped the larger farmers more than the smaller farmers. D) helped the smaller farmers more than the larger farmers. Answer: C Diff: 3 Page Ref: 720-721 Skill: Interpretive Topic: One Hundred Days 16) The New Deal attempted to revitalize American industry through the A) R.F.C. B) N.I.R.A. C) A.A.A. D) Wagner Act. Answer: B Diff: 2 Page Ref: 721-722 Skill: Factual Topic: One Hundred Days 17) One of the New Deal programs designed specifically to help young people in the United States during the Depression was the A) Tennessee Valley Authority. B) Wagner Act. C) Civilian Conservation Corps. D) National Industrial Recovery Act. Answer: C Diff: 2 Page Ref: 722 Skill: Factual Topic: One Hundred Days 18) An attempt by the New Deal to experiment with principles of regional planning was the A) Tennessee Valley Authority. B) Wagner Act. C) National Industrial Recovery Act. D) Civilian Conservation Corps. Answer: A Diff: 2 Page Ref: 722-723 Skill: Factual Topic: One Hundred Days 19) Opposition to the New Deal came mostly from A) conservative labor leaders. B) the poorer element of the South. C) extreme left-wingers and extreme right-wingers. D) the farmers. Answer: C Diff: 3 Page Ref: 723 Skill: Interpretive Topic: One Hundred Days 262 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

20) Relative to the First New Deal, the Second New Deal A) responded to the demand for more social justice. B) promoted fewer programs for social reform. C) attempted to cooperate more with American businessmen. D) focused on economic rather than social reform. Answer: A Diff: 3 Page Ref: 725 Skill: Interpretive Topic: The Second New Deal 21) The Works Progress Administration A) supported actors, musicians, artists, and writers. B) received great approval. C) provided jobs to any and all citizens who wanted to work D) paid higher wages than private industry. Answer: A Diff: 3 Page Ref: 725 Skill: Factual Topic: The Second New Deal 22) An attempt by the New Deal to aid tenant farmers specifically was the A) Rural Electrification Act. B) Works Progress Administration. C) McNary-Haugen Farm Relief Bill. D) Resettlement Administration. Answer: D Diff: 3 Page Ref: 726 Skill: Factual Topic: The Second New Deal 23) The Dust Bowl caused A) prairie fires. B) the sale of thousands of acres of public land. C) urban riots. D) millions of families to relocate. Answer: D Diff: 3 Page Ref: 726 Skill: Interpretive Topic: The Second New Deal 24) In 1935, during the second phase of the New Deal, President Roosevelt A) endorsed most of the programs promoted by Huey Long. B) encouraged more cooperation between business and government. C) opposed an increase in taxes. D) increased government regulation of business. Answer: D Diff: 3 Page Ref: 727 Skill: Interpretive Topic: The Second New Deal

25) With the passage of the Wagner Act (National Labor Relations Act), A) labor-management strife came to an immediate end. B) labor was left free to organize without interference from the federal government. C) unions were imposed on many agricultural workers who did not want them. D) labor obtained the support necessary for successfully organizing. Answer: D Diff: 3 Page Ref: 729 Skill: Interpretive Topic: The Second New Deal 26) During the New Deal, American blacks A) controlled the Tennessee Valley Authority. B) viewed Eleanor Roosevelt as an opponent of racial justice. C) benefited equally with whites from relief programs. D) found FDR generally unwilling to support civil rights legislation. Answer: D Diff: 3 Page Ref: 730 Skill: Interpretive Topic: The Second New Deal 27) The Indian Reorganization Act of 1934 sought to A) restore tribes’ political independence. B) promote “study of Indian Civilization.” C) end the Dawes Act’s allotment policies. D) None of the above. Answer: D Diff: 3 Page Ref: 731 Skill: Interpretive Topic: The Second New Deal 28) Which of the following groups did not make up the Roosevelt coalition in the election of 1936? A) organized labor B) farmers C) urbanites D) elites and the rich Answer: D Diff: 2 Page Ref: 733 Skill: Factual Topic: The Last Years of the New Deal 29) Which of the following groups defected from the GOP during the 1936 election? A) African Americans B) Native Americans C) Asian Americans D) immigrants Answer: A Diff: 2 Page Ref: 733 Skill: Factual Topic: The Last Years of the New Deal

30) All of the following accurately relate the history of the Agricultural Adjustment Act of 1938 EXCEPT the act A) tried to solve the problem of farm surpluses by controlling production. B) enabled the federal treasury to make direct payments to farmers. C) tried to market surplus crops. D) was found unconstitutional by the Supreme Court. Answer: D Diff: 2 Page Ref: 734 Skill: Factual Topic: The Last Years of the New Deal 31) Which of the following accurately relates the housing situation facing the nation in the late 1930s? A) A shortage of urban housing existed. B) Reformers convinced FDR to create low-income housing. C) Slum clearance became a major focus of New Deal housing programs. D) All of the above. Answer: D Diff: 2 Page Ref: 734 Skill: Factual Topic: The Last Years of the New Deal 32) The Home Owners’ Loan Corporation A) was created after the first 100 days. B) was something FDR desperately wanted. C) helped very few people save their homes from foreclosure. D) had a minimal impact on housing policy. Answer: B Diff: 2 Page Ref: 734 Skill: Factual Topic: The Last Years of the New Deal 33) The Federal Housing Administration A) was created in 1934 by the National Housing Act. B) departed from HOLC policies. C) failed to enable families to buy their own homes. D) favored remodeling urban homes to building new suburban homes. Answer: A Diff: 2 Page Ref: 734 Skill: Factual Topic: The Last Years of the New Deal 34) The Fair Labor Standards Act A) was passed in 1939. B) was not able to raise workers’ wages over time. C) barred child labor in interstate commerce. D) made major distinctions between men and women. Answer: C Diff: 2 Page Ref: 734-735 Skill: Factual Topic: The Last Years of the New Deal

35) The “Okies” fled A) the Dust Bowl in the Southwest. B) blizzards in Alaska. C) hurricanes in Florida. D) earthquakes in California. Answer: A Diff: 2 Page Ref: 735 Skill: Factual Topic: The Last Years of the New Deal 36) Which of the following were the two top industries in the United States by the late 1930s? A) tourism and agriculture B) agriculture and mining C) mining and tourism D) steel and automobile Answer: D Diff: 2 Page Ref: 735 Skill: Factual Topic: The Other Side of the 1930s 37) All of the following statements describe the development of American leisure by the late 1930s EXCEPT: A) Many Americans found themselves with more time on their hands during the era because of the lack of jobs. B) Sports continued to attract crowds, though attendance declined. C) Contract bridge swept the country. D) Leisure fascinated the working class much more than professionals, who failed to write on the subject. Answer: D Diff: 2 Page Ref: 736 Skill: Factual Topic: The Other Side of the 1930s TRUE/FALSE 38) During the Great Depression, the lives of American women were probably disrupted less than those of men. Answer: TRUE Diff: 3 Page Ref: 713 Skill: Interpretive Topic: Economic Decline 39) In developing his New Deal policies, President Franklin Roosevelt rejected all the programs that President Hoover had instituted. Answer: FALSE Diff: 2 Page Ref: 716-717 Skill: Interpretive Topic: Roosevelt and the First New Deal

40) The Communist party lost members during the 1930s as the New Deal addressed labor’s complaints. Answer: FALSE Diff: 2 Page Ref: 724 Skill: Interpretive Topic: One Hundred Days 41) The Works Progress Administration was a controversial New Deal program designed to deal with the demoralizing effect of unemployment on the American people. Answer: TRUE Diff: 2 Page Ref: 725 Skill: Interpretive Topic: The Second New Deal 42) The New Deal probably aided the West less than any other region. Answer: FALSE Diff: 2 Page Ref: 727-728 Skill: Interpretive Topic: The Second New Deal 43) More women occupied high positions in government in the Roosevelt administration than ever before in U.S. history. Answer: TRUE Diff: 2 Page Ref: 732 Skill: Interpretive Topic: The Second New Deal 44) The early New Deal programs did much to assist the roughly 140,000 homeless women in the nation. Answer: FALSE Diff: 2 Page Ref: 732 Skill: Interpretive Topic: The Second New Deal 45) In response to economic suffering, feminism increased during the 1930s. Answer: FALSE Diff: 2 Page Ref: 732 Skill: Interpretive Topic: The Second New Deal 46) The New Deal was a consistent and well-organized effort to end the Depression and restructure society. Answer: FALSE Diff: 2 Page Ref: 732 Skill: Interpretive Topic: The Last Years of the New Deal 47) The U.S. economy recovered in 1936 and continued to rise through World War II. Answer: FALSE Diff: 2 Page Ref: 732 Skill: Interpretive Topic: The Last Years of the New Deal

48) In 1938, the tourist industry was the third largest industry in the United States, a reflection of the increasing use of the automobile. Answer: TRUE Diff: 2 Page Ref: 735 Skill: Interpretive Topic: The Other Side of the 1930s ESSAY 49) Explain the philosophy on which Herbert Hoover based the programs he implemented in an attempt to deal with the problems of the Great Depression and explain why his programs failed to deal adequately with the Depression crisis. Answer: Hoover urged voluntary action for dealing with the problems of the Depression. While he increased federal action, he refused to in any way impinge on the power of state government or provide direct federal relief, for fear of disturbing traditional state-federal relations. He did encourage passage of the Agricultural Marketing Act and establishment of the Reconstruction Finance Corporation to make loans to businesses. Diff: 2 Page Ref: 712-716 Skill: Interpretive Topic: Economic Decline 50) Imagine yourself a member of the Bonus Army that marched on Washington in May 1932. Explain why you participated in the march and describe your reaction to the events that occurred during the march. Answer: Many of the veterans of World War I who found themselves and their families suffering during the Depression wanted the government to pay their bonuses early. Many of them became dissatisfied with congressional and presidential action on this matter and decided to demonstrate in favor of the desired action by joining in a march on Washington. Frightened and threatened by this group, Hoover had them attacked by federal troops under General Douglas MacArthur. They resented Hoover and felt he did not understand their problems. Diff: 2 Page Ref: 715-716 Skill: Applied Topic: Economic Decline 51) Discuss Franklin Roosevelt’s general approach to dealing with the problems of the Great Depression and give appropriate examples from his programs implemented in the first 100 days to illustrate your analysis. Answer: Roosevelt’s approach to dealing with the problems of the Depression was pragmatic, flexible, and experimental. On his first day in office, he declared a banking holiday to prevent total collapse of the banking system. He also began structuring welfare programs. He attempted to revitalize industry through the National Industrial Recovery Act and agriculture with the Agricultural Adjustment Act. The Tennessee Valley Authority represented an experiment with regional planning. Diff: 3 Page Ref: 716-724 Skill: Interpretive Topic: Roosevelt and the First New Deal

52) Illustrate how the New Deal programs during the Second New Deal (1935-1936) placed greater emphasis on social reform and social justice by discussing the major welfare programs inaugurated after that date. Answer: Pressed by his critics on the left, Roosevelt promoted more acts designed to achieve social justice and reform after 1935. The Works Progress Administration, established in April 1935, represented a massive attempt to deal with the effects of unemployment. The Social Security Act was designed to provide a variety of benefits, especially to the elderly, to prevent extreme suffering in the future. The National Youth Administration attempted to ameliorate the impact of the Depression on the country’s youth. Diff: 2 Page Ref: 725-732 Skill: Interpretive Topic: The Second New Deal 53) Imagine yourself a black working-class person during the 1930s. Describe the probable conditions of your life, and indicate how you might respond to the programs of the New Deal. Answer: The typical working-class American black during the 1930s held a low-paying job, suffered from discrimination, and was often the victim of violence. The Scottsboro case highlighted these facts. Most blacks were impressed with New Deal aid programs, despite the discrimination with which they were often administered. While disappointed that Roosevelt refused to support civil rights legislation, they were impressed with Eleanor Roosevelt’s commitment to civil rights and the inclusion of blacks in federal government positions. Diff: 2 Page Ref: 730-731 Skill: Applied Topic: The Second New Deal 54) Discuss the issues, candidates, and outcome of the 1936 presidential election. Answer: The Democrats renominated Franklin Roosevelt, while the Republicans chose Alfred Landon as their candidate. Landon proposed to achieve the programs of the New Deal with greater efficiency and economy. The outcome of the election demonstrated the great popularity of the New Deal. Roosevelt won an overwhelming victory with a combination of voters from the Democratic South, organized labor, and urban areas. Most blacks voted for the Democrats. Diff: 2 Page Ref: 732-733 Skill: Interpretive Topic: The Last Years of the New Deal 55) Discuss the major reform legislation passed by Congress during the Third New Deal during 1937 and 1938 and evaluate the degree to which these measures were successful. Answer: Despite growing congressional resistance to Roosevelt’s programs, Congress passed several significant acts during 1937-1938, including the Agricultural Adjustment Act, the Wagner-Steagall Housing Act, and the Fair Labor Standards Act. It also established the Home Owners’ Loan Corporation and the Federal Housing Administration. None of these actions eliminated the problems they were designed to confront. During this period there was also increased government support for the needy. Diff: 2 Page Ref: 732-735 Skill: Interpretive Topic: The Last Years of the New Deal

56) Write an essay explaining why you feel the New Deal was or was not successful in solving the problems of the Great Depression. Answer: Such an essay should stress the ambivalent nature of the Depression. It could take the position that the numerous programs created a significantly new approach to dealing with social problems, or it could argue that many problems remained at the end of the New Deal, and, hence, the New Deal failed. The essay might argue for or against the significance of expanding federal involvement in dealing with the social and economic problems of the country. There should be examples from throughout the chapter. Diff: 3 Page Ref: 740-741 Skill: Interpretive Topic: Conclusion: The Mixed Legacy of the Great Depression and the New Deal IDENTIFICATION 57) In 1932, World War I veterans organized the so-called ________ to march on Washington. Answer: Bonus Army Diff: 2 Page Ref: 715-716 Skill: Factual Topic: Economic Decline 58) The informal group of advisers with which President Franklin Roosevelt surrounded himself was known as the ________. Answer: Brain Trust Diff: 2 Page Ref: 718 Skill: Factual Topic: Roosevelt and the First New Deal 59) One of his critics whom President Franklin Roosevelt considered a great threat to the New Deal was the senator from Louisiana, ________. Answer: Huey P. Long Diff: 2 Page Ref: 723-724 Skill: Factual Topic: One Hundred Days 60) Designed to help prevent economic hardship for Americans during their old age, the ________ Act was passed in l935. Answer: Social Security Diff: 2 Page Ref: 725 Skill: Factual Topic: The Second New Deal 61) In 1936, the Republicans nominated Governor ________ of Kansas. Answer: Alfred Landon Diff: 2 Page Ref: 732 Skill: Factual Topic: The Last Years of the New Deal 62) Critics called Roosevelt’s attempt to reform the Supreme Court, “______________.” Answer: court-packing Diff: 2 Page Ref: 733 Skill: Factual Topic: The Last Years of the New Deal 270 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

63) In 1937, the Supreme Court upheld the ________ Act. Answer: National Labor Relations Diff: 2 Page Ref: 733 Skill: Factual Topic: The Last Years of the New Deal 64) In his book, ________, John Steinbeck writes of the plight of Mexican migrant workers. Answer: Tortilla Flat Diff: 2 Page Ref: 737 Skill: Factual Topic: The Other Side of the 1930s 65) The author ________ wrote novels such as As I Lay Dying in the early 1930s that revealed southern racial problems. Answer: William Faulkner Diff: 2 Page Ref: 737 Skill: Factual Topic: The Other Side of the 1930s

The American People, Concise, 7e (Nash) Chapter 23 World War II MULTIPLE/CHOICE 1) At the end of World War II, the United States A) found its influence in world affairs considerably diminished. B) had become a debtor nation. C) no longer pursued a foreign policy of isolation from the world. D) returned to its traditional isolationist policy. Answer: C Diff: 2 Page Ref: 744 Skill: Interpretive Topic: American Stories 2) In its relations with Latin America during the Franklin Roosevelt administration, the United States A) continued to implement the Roosevelt Corollary to the Monroe Doctrine. B) intervened in Cuba to protect American investments. C) broke diplomatic relations with Mexico when the Mexican government nationalized property owned by American oil companies. D) reversed the earlier policy of intervention in Latin America. Answer: D Diff: 2 Page Ref: 745-746 Skill: Interpretive Topic: The Twisting Road to War 3) The United States responded to the Spanish Civil War by A) remaining neutral. B) providing humanitarian aid to victims. C) secretly aiding Franco. D) giving arms to the anti-fascist forces. Answer: A Diff: 2 Page Ref: 747 Skill: Factual Topic: The Twisting Road to War 4) The U.S. Congress responded to developments in Europe between 1933 and 1937 by A) providing military aid to England. B) declaring war on Germany. C) approving disarmament agreements. D) passing a series of neutrality acts. Answer: D Diff: 2 Page Ref: 747-748 Skill: Interpretive Topic: The Twisting Road to War

5) Franklin Roosevelt’s decision to change America’s foreign policy during the 1930s was based on A) his irritation with the isolationists. B) aggression by certain European countries. C) militarism in America. D) his realization that the New Deal had failed. Answer: B Diff: 2 Page Ref: 745-747 Skill: Interpretive Topic: The Twisting Road to War 6) World War II officially began with the A) bombing of Great Britain. B) invasion of the Soviet Union. C) invasion of Poland. D) sinking of the Bismarck. Answer: C Diff: 2 Page Ref: 748 Skill: Factual Topic: The Twisting Road to War 7) After his reelection in 1940, FDR’s response to the developments in Europe was to A) support the Lend-Lease Act in order to aid the British war effort. B) aid Germany as much as possible without involving the United States in the war. C) develop a carefully planned strategy to deal with the problems of war in Europe. D) maintain strict neutrality. Answer: A Diff: 2 Page Ref: 740-741 Skill: Interpretive Topic: The Twisting Road to War 8) Japan’s master plan for the Far East A) was designed to accommodate American interests in the region. B) had little effect on East-West relations. C) called for the right to self-determination for all Asians. D) brought them eventually into confrontation with the United States. Answer: D Diff: 2 Page Ref: 750 Skill: Interpretive Topic: The Twisting Road to War 9) According to the authors of the textbook, President Franklin Roosevelt A) did not know that the Japanese planned to attack Hawaii. B) deliberately provoked an attack by the Japanese on Pearl Harbor to force American entry into World War II. C) ordered military leaders to prepare for a possible attack on Pearl Harbor. D) anticipated that the Japanese would attack Hawaii. Answer: A Diff: 3 Page Ref: 750 Skill: Interpretive Topic: The Twisting Road to War

10) In his effort to mobilize the American economy for the war effort during World War II, FDR A) was generally successful in achieving his goals. B) openly antagonized American businessmen. C) refused to support a policy of rationing. D) condemned the efforts of the War Production Board. Answer: A Diff: 2 Page Ref: 761 Skill: Interpretive Topic: The Impact of War 11) During World War II, labor unions in the United States A) failed to gain any wage increases for their members. B) increased in membership. C) in general, refused to cooperate with the war effort. D) agreed fully with the government’s labor policy. Answer: B Diff: 3 Page Ref: 761-762 Skill: Interpretive Topic: The Impact of War 12) The impact of World War II on American society A) led to a reduction of inflation. B) retarded the growth of labor unions. C) increased the number of Americans who had to pay an income tax. D) loosened government control over the economy. Answer: C Diff: 3 Page Ref: 761 Skill: Interpretive Topic: The Impact of War 13) During World War II, in general, the American people A) were acutely aware of the horror and destruction of the war. B) supported the war through purchase of war bonds. C) increased their spending on consumer goods. D) had little personal experience with the tragedy of the war. Answer: B Diff: 2 Page Ref: 761 Skill: Interpretive Topic: The Impact of War 14) In America during World War II, generally A) there was little sense of involvement in the war effort because none of the fighting occurred in the United States. B) people of all ages joined in supporting the war effort. C) only the young supported the war enthusiastically. D) the government found it difficult to promote support for the war effort. Answer: B Diff: 2 Page Ref: 763 Skill: Interpretive Topic: The Impact of War

15) During World War II, the ethnic group that faced the most difficult test of loyalty to the United States were the A) Germans. B) Japanese. C) English. D) Swedes. Answer: B Diff: 1 Page Ref: 770 Skill: Factual Topic: Insiders and Outsiders 16) After the outbreak of war between the United States and Japan in 1941, A) the civil rights of German Americans and Italian Americans were restricted, as were those of Japanese Americans, because Germany and Italy were allied with Japan. B) the U.S. government carefully protected the civil rights of Japanese living in the United States. C) Japan launched an attack on the California coast. D) the United States forced most Japanese in the United States to move from their homes. Answer: D Diff: 3 Page Ref: 770 Skill: Interpretive Topic: Insiders and Outsiders 17) As a result of their threat in 1941 to mobilize a march on Washington by 100,000 people, black leaders A) obtained FDR’s agreement to initiate a policy eliminating discrimination in the employment of defense workers. B) were unable to obtain any concessions from President Roosevelt because of his dependence on southern votes. C) brought about an executive order immediately desegregating the United States armed forces. D) successfully ended discrimination in the United States. Answer: A Diff: 3 Page Ref: 768 Skill: Interpretive Topic: Insiders and Outsiders 18) For Mexican Americans, World War II A) brought increased economic opportunity. B) provided few changes in their lifestyle. C) was a distant event that had little effect on them. D) was a time when they faced little discrimination. Answer: A Diff: 3 Page Ref: 769 Skill: Interpretive Topic: Insiders and Outsiders

19) In its impact on American society, World War II A) increased the mobility of the American people. B) decreased the mobility of the American people. C) required few adjustments in American family life. D) eliminated prejudice among Americans because they were all fighting for the same cause. Answer: A Diff: 2 Page Ref: 762 Skill: Interpretive Topic: The Impact of War 20) During World War II, American family life was characterized by A) sharply increased consumption because the war provided jobs for more people. B) little change. C) a declining birthrate. D) an increase in the number of marriages. Answer: D Diff: 3 Page Ref: 762 Skill: Interpretive Topic: The Impact of War 21) During World War II, women workers in the United States A) did not work in heavy industry because it was considered unladylike. B) were more likely to be married than single. C) encountered little prejudice in the workplace. D) were almost exclusively single. Answer: B Diff: 3 Page Ref: 766-767 Skill: Interpretive Topic: The Impact of War 22) Once World War II was over, most American women A) found attitudes toward them radically altered. B) had many new opportunities for equal treatment in the workplace. C) were expected to return to their traditional roles in the home. D) fought to maintain the opportunities acquired during the war. Answer: C Diff: 2 Page Ref: 767 Skill: Interpretive Topic: The Impact of War 23) An extremely important aspect of entertainment among American civilians and soldiers during World War II was A) television. B) the speakeasy. C) rock-and-roll music. D) motion pictures. Answer: D Diff: 1 Page Ref: 761 Skill: Factual Topic: The Impact of War

24) Mexican Americans who became soldiers in the United States Army during World War II A) constituted a very small percentage of the military. B) often returned to civilian life with a new sense of self-esteem. C) escaped from the prejudice they had experienced as civilians. D) proved to be inferior fighters. Answer: B Diff: 3 Page Ref: 769 Skill: Interpretive Topic: Insiders and Outsiders 25) Navajo Indian soldiers during World War II made excellent members of the Signal Corps because A) they were particularly talented in using electronic equipment. B) the Navajos could learn Japanese more easily than other Americans. C) they were more readily accepted by white soldiers than other minority soldiers. D) the Japanese had difficulty understanding the Navajos’ native language. Answer: D Diff: 3 Page Ref: 769 Skill: Interpretive Topic: Insiders and Outsiders 26) Black American soldiers during World War II A) faced little prejudice from white soldiers, unlike in World War I. B) had a higher percentage of casualties than white soldiers. C) often recognized the paradox of fighting for freedom when they enjoyed little freedom in the United States. D) served in integrated units. Answer: C Diff: 2 Page Ref: 768 Skill: Interpretive Topic: Insiders and Outsiders 27) As part of the U.S. military during World War II, women A) were given regular military status. B) were allowed to be nurses, but not doctors. C) were able to dispel the belief that women had different capabilities than men. D) participated as combat troops. Answer: A Diff: 3 Page Ref: 766 Skill: Interpretive Topic: Insiders and Outsiders 28) Allied strategists in World War II decided A) to concentrate their forces against Japan before challenging the Germans. B) to concentrate their forces against the Germans first. C) there was little possibility that Germany might invade Great Britain. D) that a German defeat of the Soviets would be unimportant. Answer: B Diff: 3 Page Ref: 752 Skill: Interpretive Topic: Battles and Bullets

29) In 1942, the Allies A) suffered numerous military disasters. B) won several major battles in Italy. C) succeeded in defending the Philippines. D) kept the Germans from invading the Soviet Union. Answer: A Diff: 3 Page Ref: 752 Skill: Interpretive Topic: Battles and Bullets 30) Roosevelt’s political decisions regarding the war A) often differentiated between “good” and “bad” governments. B) were dictated by his desire to win. C) were dictated by his humanitarian ideals. D) were supported by American liberals. Answer: B Diff: 3 Page Ref: 753 Skill: Interpretive Topic: Battles and Bullets 31) All of the following statements are true about the background of Dwight D. Eisenhower EXCEPT: A) He was born in Texas and raised in Kansas. B) He trained soldiers in Texas during World War I. C) He was considered an expert planner and organizer. D) He was a brilliant field commander. Answer: D Diff: 2 Page Ref: 754-755 Skill: Interpretive Topic: Battles and Bullets 32) All of the following are true about the Normandy landing on D-Day EXCEPT: A) Too many supplies appeared to land at the start of the invasion. B) Over a million men would land on the beach over one month’s time. C) The United States would retreat over the course of six months back to France. D) It took 11,000 planes and 600 ships to support the invasion. Answer: C Diff: 2 Page Ref: 756-757 Skill: Interpretive Topic: Battles and Bullets 33) The bombing of Dresden A) had no strategic purpose for the Allies. B) was the most destructive bombing campaign of the war. C) included three waves of planes dropping incendiary bombs, igniting major fires in the city. D) All of the above. Answer: D Diff: 2 Page Ref: 756 Skill: Factual Topic: Battles and Bullets

34) In early 1945, the United States recaptured A) Hawaii. B) Alaska. C) the Philippines. D) Australia. Answer: C Diff: 2 Page Ref: 758 Skill: Factual Topic: Battles and Bullets 35) How many terms did Roosevelt serve as president? A) one B) two C) three D) four Answer: D Diff: 2 Page Ref: 758 Skill: Factual Topic: Battles and Bullets 36) Which of the following men did Roosevelt drop as his vice-presidential candidate in 1944? A) Adlai Stevenson B) Henry Wallace C) Dwight D. Eisenhower D) Richard Nixon Answer: B Diff: 2 Page Ref: 758 Skill: Interpretive Topic: Battles and Bullets 37) What was the significance of the Bretton-Woods Conference in 1944? A) It established the World Bank. B) It established the International Monetary Fund. C) It fixed the rate of international exchange based on the U.S. dollar. D) All of the above. Answer: D Diff: 2 Page Ref: 759 Skill: Interpretive Topic: Battles and Bullets 38) All of the following statements are accurate regarding the Manhattan Project EXCEPT: A) It was organized in 1941. B) It was a program to create a nuclear bomb before Germany. C) The scientists working on the project assumed they were perfecting a military weapon. D) The program was public and not secret. Answer: D Diff: 2 Page Ref: 759 Skill: Factual Topic: Battles and Bullets

39) Who made the final decision to drop the atomic bomb on Japan? A) General George C. Marshall B) General Dwight D. Eisenhower C) President Franklin D. Roosevelt D) President Harry S Truman Answer: D Diff: 2 Page Ref: 760 Skill: Interpretive Topic: Battles and Bullets 40) Why did Americans think that using nuclear bombs against Japan was necessary? A) A land invasion of Japan would cost many American lives. B) Some wanted revenge for Pearl Harbor. C) Some wanted to drop the bomb to justify its expensive cost and development. D) All of the above. Answer: D Diff: 2 Page Ref: 760 Skill: Factual Topic: Battles and Bullets 41) The first atomic bomb dropped on Japan fell on A) Tokyo. B) Hiroshima. C) Osaka. D) Nagasaki. Answer: B Diff: 2 Page Ref: 760 Skill: Interpretive Topic: Battles and Bullets TRUE/FALSE 42) Prior to 1939, many Americans had hoped that Germany and the Soviet Union would go to war with each other. Answer: TRUE Diff: 3 Page Ref: 748 Skill: Interpretive Topic: The Twisting Road to War 43) Even though the United States had not officially declared war against Germany, by autumn of 1941 the two countries were essentially at war with each other in the North Atlantic. Answer: TRUE Diff: 3 Page Ref: 749 Skill: Interpretive Topic: The Twisting Road to War 44) George C. Marshall became the top general in the U.S. Army during World War II. Answer: TRUE Diff: 2 Page Ref: 755 Skill: Interpretive Topic: The Twisting Road to War 280 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

45) The U.S. and British forces invaded Sicily in 1943. Answer: TRUE Diff: 2 Page Ref: 755 Skill: Factual Topic: Battles and Bullets 46) In July of 1943, the Allies invaded Russia. Answer: FALSE Diff: 2 Page Ref: 755 Skill: Factual Topic: Battles and Bullets 47) The Pacific War was often brutal and dehumanizing, leading to many atrocities by U.S. troops. Answer: TRUE Diff: 2 Page Ref: 756 Skill: Factual Topic: Battles and Bullets 48) The Allies dropped over 1.5 million tons of bombs on Europe to win World War II. Answer: TRUE Diff: 2 Page Ref: 756 Skill: Factual Topic: Battles and Bullets 49) The United States remained far ahead of Germany in the production of rockets during World War II. Answer: FALSE Diff: 2 Page Ref: 757 Skill: Factual Topic: Battles and Bullets 50) Just before Christmas in 1944, the Germans launched a major offensive known as the “Battle of the Bulge” that stalled the Allied advance. Answer: TRUE Diff: 2 Page Ref: 757 Skill: Factual Topic: Battles and Bullets 51) The United States dropped four atomic bombs on Japanese cities during World War II. Answer: FALSE Diff: 2 Page Ref: 760 Skill: Factual Topic: Battles and Bullets

ESSAY 52) Trace the major events in Europe between 1933 and the German invasion of Poland in 1939 that led to war and discuss the reaction of the American people and their government to those events. Answer: When, in 1933, Hitler came to power in Germany, he renounced the Treaty of Versailles, but it provoked little reaction from the United States because of a strong neutrality sentiment. Congress responded to fascist aggression in Ethiopia and Spain as well as the German annexation of Austria and part of Czechoslovakia by passing a series of neutrality acts. These acts hampered President Roosevelt in his desire to aid the victims of aggression. In 1939, Germany’s invasion of Poland marked the official beginning of World War II. Diff: 2 Page Ref: 745-751 Skill: Interpretive Topic: The Twisting Road to War 53) Discuss the efforts of President Franklin Roosevelt to help the Allied Powers after the German invasion of Poland and prior to the American decision to enter the war. Answer: After Germany invaded Poland, President Roosevelt asked Congress to repeal the embargo section of the Neutrality Act and to approve the sale of arms to Britain and France on a cash-and-carry basis. He also traded 50 over-age destroyers to Britain in return for the right of the United States to establish naval and air bases on British territory in the Western Hemisphere. To aid the British, he proposed a lend-lease arrangement, and to protect shipment of this to Britain, he ordered American warships in 1941 to “shoot on sight” any German submarines in the North Atlantic. Diff: 3 Page Ref: 748-749 Skill: Factual Topic: The Twisting Road to War 54) Trace the events between 1937 and 1941 that led to war between the United States and Japan. Answer: In 1931, Japan invaded Manchuria, and in 1937 it launched an all-out invasion of China. The United States brought economic pressure to prevent Japanese expansion and demanded that Japan withdraw from China. The Japanese refused. When the Japanese occupied French Indo-China in 19401941, the United States froze all Japanese assets in the United States. This action led to the Japanese decision to attack Pearl Harbor. Diff: 2 Page Ref: 750-751 Skill: Interpretive Topic: The Twisting Road to War 55) Discuss the efforts made by the Franklin Roosevelt administration to mobilize the American economy in support of the war effort after the United States entered World War II in 1941. Answer: After the United States entered World War II, President Roosevelt moved to mobilize fully the American economy behind the war effort. He established the War Production Board and successfully sought the cooperation of business. He established the Office of Price Administration to set prices and the National War Labor Board to control wages. Congress passed the Revenue Act of 1942, that substantially raised corporate and income taxes. Diff: 2 Page Ref: 761-762 Skill: Interpretive Topic: The Impact of War

56) Pretend that you were a typical 20-year-old Japanese American in 1942. Describe the circumstances in which you lived at that time. Answer: In 1942, most other Americans looked upon Japanese as untrustworthy. The Japanese were victims of much slander and propaganda in the media. Many Japanese were torn between loyalty to the United States and their ethnic background. Forced to sell their valuable property holdings to other Americans, often for much less than their value, for the duration of the war most Japanese were sent to relocation centers. Diff: 2 Page Ref: 770-771 Skill: Applied Topic: Insiders and Outsiders 57) Imagine yourself a typical black adult living in the North during World War II. Describe the environment in which you lived and your feelings about your situation. Answer: In spite of greater economic opportunity during World War II, most blacks living in the North faced both segregation and prejudice. Some blacks, especially the young, resorted to violence to protest their treatment. Black leaders, especially A. Philip Randolph, attempted to improve conditions for blacks by threatening to march on Washington. President Roosevelt issued an executive order to end discrimination in defense industries and government and established the Committee on Fair Employment Practices to enforce the order. Diff: 2 Page Ref: 768-769 Skill: Applied Topic: Insiders and Outsiders 58) As a typical working-class American living in an industrial center during World War II, write a diary describing the conditions under which you live and the adjustments that your circumstances require of your family. Answer: The typical working-class American living in an industrial center during World War II would experience overcrowded living conditions. While he would have more money to spend, there would be little to spend it on. The mother of the family would probably work outside the home and, perhaps, even head the family. In many cases the parents would be divorced, although there would be more children around. Diff: 2 Page Ref: 762-763 Skill: Applied Topic: The Impact of War 59) Suppose you were a reporter for a magazine in 1944 who had been assigned to write an article on the American woman in that year. Indicate the main facts that you would include in such an article. Answer: Although some women remained in the home during World War II, many more worked outside the home than ever before. They often worked in war production factories, where they not only assumed men’s jobs but were often discriminated against and harassed. Black women often faced discrimination when applying for the better-paying factory jobs. A significant number of women joined the military services. While they were given regular military status, they served mostly in traditional female jobs and were sometimes accused of being promiscuous. Diff: 3 Page Ref: 766-767 Skill: Applied Topic: Insiders and Outsiders

60) Describe, in general, the Allied strategy for winning World War II and discuss the implementation of that strategy in Europe. Answer: After the United States entered World War II, the Allied leaders decided to concentrate first on the defeat of Germany. They disagreed concerning military strategy in Europe. In 1942, the Americans and British attacked in North Africa, an unpopular move to the Soviets who wanted a second front in Europe. The Allies decided to mount an attack on the European mainland from England in 1944. Eventually a front was opened in Italy and the Allied armies converged on Germany from west, south, and east. Diff: 2 Page Ref: 751-754 Skill: Interpretive Topic: Battles and Bullets 61) Suppose you had been President Franklin Roosevelt at the Yalta Conference in February 1945. Explain what your concerns would have been regarding the war at the time of the conference, what you hoped to achieve there, and to what extent you were able to obtain your goals. Answer: At the time of the Yalta Conference, President Roosevelt was primarily concerned with the impending invasion of Japan. President Roosevelt greatly desired Soviet help in the Pacific War in order to reduce American casualties. He agreed to give Japanese territory to the Soviets, who promised to enter the Pacific War within three months of the end of war in Europe. He also wanted Soviet support for creation of a United Nations organization, which was accomplished, but controversy continued over the nature of the postwar government of Poland. Diff: 3 Page Ref: 758-759 Skill: Applied Topic: Battles and Bullets IDENTIFICATION 62) Roosevelt extended Hoover’s ________ policy in Latin America. Answer: Good Neighbor Diff: 2 Page Ref: 745 Skill: Factual Topic: The Twisting Road to War 63) In 1939, the Jewish refugee from Nazi Germany ________ and other scientists warned President Roosevelt that the Germans were working to develop an atomic bomb. Answer: Albert Einstein Diff: 2 Page Ref: 748 Skill: Factual Topic: Battles and Bullets 64) The Republican candidate for president in 1940 was ________ of Indiana. Answer: Wendell Willkie Diff: 2 Page Ref: 749 Skill: Factual Topic: The Twisting Road to War

65) In the battle of the ________ in May 1942, the United States inflicted heavy damage on Japanese carriers. Answer: Coral Sea Diff: 2 Page Ref: 753, 756 Skill: Factual Topic: Battles and Bullets

The American People, Concise, 7e (Nash) Chapter 24 Chills and Fever During the Cold War, 1945-1960 MULTIPLE CHOICE 1) At the end of World War II, American policymakers generally envisioned a world A) dominated by the Soviet Union. B) in which the United States protected its trade position through high tariff barriers. C) in which American values would spread. D) from which the United States could isolate itself. Answer: C Diff: 2 Page Ref: 779 Skill: Interpretive Topic: Origins of the Cold War 2) After World War II, the Soviet Union A) felt little effect from the war. B) was determined to have a buffer zone for protection of its western border. C) believed it was vulnerable on its eastern border. D) aggressively pursued a policy of world revolution. Answer: B Diff: 3 Page Ref: 779 Skill: Interpretive Topic: Origins of the Cold War 3) As president, both Truman and Eisenhower A) saw communism as a monolithic force. B) feared Germany more than the Soviet Union. C) had similar domestic programs. D) subscribed to the Grand Alliance System. Answer: A Diff: 3 Page Ref: 780 Skill: Interpretive Topic: Origins of the Cold War 4) Joseph Stalin, who headed the government of the Soviet Union at the end of World War II, believed that A) eastern Europe must be kept under Russia’s influence. B) the United States should be trusted as an ally. C) fairness was the best basis for governing the Soviet Union. D) World War II had been a joint Allied victory. Answer: A Diff: 3 Page Ref: 781 Skill: Interpretive Topic: Origins of the Cold War

5) As World War II ended, most Americans A) continued to regard Russian society as open and democratic. B) found few parallels between the Nazi and Soviet systems. C) believed the war had been fought for ill-defined reasons. D) became increasingly fearful of the Soviet Union. Answer: D Diff: 2 Page Ref: 822 Skill: Interpretive Topic: Origins of the Cold War 6) The first confrontation between the Soviet Union and the Western democracies after World War II came over A) Poland. B) China. C) Germany. D) Vietnam. Answer: A Diff: 2 Page Ref: 781 Skill: Factual Topic: Origins of the Cold War 7) In his negotiations with the Soviets concerning the postwar government in Poland, President Truman A) refused to discuss the matter with Stalin at the Potsdam conference. B) agreed to the establishment of a communist-controlled government there. C) demanded that the Soviets accept the American position. D) indicated a willingness to compromise on the issue. Answer: C Diff: 2 Page Ref: 782 Skill: Interpretive Topic: Origins of the Cold War 8) At the Potsdam Conference, President Truman A) demanded that Stalin resign as leader of the Soviet Union before the United States would negotiate. B) pressured the British to accept a communist government in Poland. C) sought to reduce tensions with the Soviets. D) learned that the United States had successfully tested an atomic bomb. Answer: D Diff: 3 Page Ref: 782 Skill: Interpretive Topic: Origins of the Cold War 9) At the end of World War II, President Truman A) abruptly ended the lend-lease program to all European nations. B) aided the Soviets in rebuilding their war-torn economy. C) continued lend-lease to the British but not the Soviets. D) honored President Franklin Roosevelt’s pledge at Yalta to give economic aid to the communist bloc countries. Answer: A Diff: 3 Page Ref: 782 Skill: Interpretive Topic: Origins of the Cold War 287 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

10) After Word War II, Winston Churchill A) believed Britain and the United States could work out an alliance with the Soviet Union. B) believed that Europe had become divided into two camps. C) saw a future of peace and harmony throughout the world. D) feared the growing military might of the United States. Answer: B Diff: 3 Page Ref: 783 Skill: Interpretive Topic: Origins of the Cold War 11) The containment policy of the Truman administration A) had little support from policymakers in Washington. B) fostered stronger relations between the United States and the Soviet Union. C) had been designed by Dean Acheson. D) became the basis for American foreign policy in the post-World War II period. Answer: D Diff: 2 Page Ref: 783 Skill: Interpretive Topic: Containing the Soviet Union 12) One effect of the Cold War was A) to create a strong resistance to military pacts in the Senate. B) a return of isolationist sentiments in the United States. C) strong support for closer ties with the Soviet Union. D) to commit the United States to involvement in European affairs. Answer: D Diff: 2 Page Ref: 784 Skill: Interpretive Topic: Containing the Soviet Union 13) Underlying the Marshall Plan was the assumption that A) economic prosperity brings political stability. B) the United States would not directly participate in the proposal. C) Eastern Europe could be freed from Soviet domination. D) it could convert the Soviet Union to democracy. Answer: A Diff: 3 Page Ref: 784-786 Skill: Interpretive Topic: Containing the Soviet Union 14) By 1947, United States policy regarding Germany A) promoted the development of German economic strength. B) placed emphasis on keeping Germany divided. C) had strong support from the other wartime Allies. D) was designed to keep Germany in a colonial status. Answer: A Diff: 3 Page Ref: 786 Skill: Interpretive Topic: Containing the Soviet Union

15) America’s response to the Russian blockade of West Berlin was to A) circumvent it by air. B) turn Berlin over to the Soviets. C) threaten a major war. D) accept the Soviets’ demand that West Berlin be integrated into East Germany. Answer: A Diff: 2 Page Ref: 786 Skill: Interpretive Topic: Containing the Soviet Union 16) In 1950, the National Security Council, in document NSC-68, A) urged cooperation between the United States and the Soviet Union. B) rejected the Truman Doctrine. C) considered good faith negotiations with the Soviet Union useless. D) called for unilateral disarmament by the United States. Answer: C Diff: 3 Page Ref: 787 Skill: Interpretive Topic: Containing the Soviet Union 17) The leader who led the Chinese communists to control of the Chinese mainland in 1949 was A) Mao Zedong. B) Zhou Enlai. C) Jiang Jieshi. D) Deng Xiaoping. Answer: A Diff: 2 Page Ref: 788 Skill: Factual Topic: Containment in Asia, the Middle East, and Latin America 18) After the communists gained control of China in 1949, A) the United States repudiated the leadership of Jiang Jieshi. B) staunch anti-communists accused President Truman of losing China to the communists. C) most Americans recognized that their triumph resulted from a long internal conflict within that country. D) Secretary of State Dean Acheson claimed that the United States could have prevented the communist takeover. Answer: B Diff: 3 Page Ref: 789 Skill: Interpretive Topic: Containment in Asia, the Middle East, and Latin America 19) During the Korean War, President Truman A) acted to oppose communist aggression. B) clearly stated American objectives. C) supported General Douglas MacArthur’s proposal to bomb communist bases in China. D) reluctantly cooperated with the United Nations’ decision to defend South Korea. Answer: A Diff: 2 Page Ref: 789-790 Skill: Interpretive Topic: Containment in Asia, the Middle East, and Latin America 289 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

20) The Korean War led the United States to sign a peace treaty with A) Japan. B) Germany. C) China. D) the Soviet Union. Answer: A Diff: 2 Page Ref: 792 Skill: Factual Topic: Containment in Asia, the Middle East, and Latin America 21) When Ho Chi Minh established the Democratic Republic of Vietnam in 1945, the United States A) sent troops to restore the former government. B) refused to recognize the new state. C) welcomed the creation of a new democratic country. D) signed a peace treaty with the new state. Answer: B Diff: 2 Page Ref: 792 Skill: Interpretive Topic: Containment in Asia, the Middle East, and Latin America 22) During the Truman and Eisenhower administrations, in the Middle East the United States A) moved to protect Western access to oil supplies. B) successfully cooperated with the Soviets. C) supported the British effort to prevent Egypt from taking control of the Suez Canal. D) refused to recognize the state of Israel. Answer: A Diff: 3 Page Ref: 794-795 Skill: Interpretive Topic: Containment in Asia, the Middle East, and Latin America 23) American action in Latin America during the 1950s A) had little relationship to America’s Cold War policies. B) demonstrated concern for political stability and American economic investments in the region. C) led to strong pro-American feelings throughout Latin America. D) showed support for the nationalist movements in the region. Answer: B Diff: 2 Page Ref: 795 Skill: Interpretive Topic: Containment in Asia, the Middle East, and Latin America 24) While attempting to build an atomic bomb during World War II, the United States A) decided to drop the bomb on Japan but not on Germany. B) concealed the project from the Soviet Union. C) concealed the project from the British. D) shared the information with all of its allies. Answer: B Diff: 3 Page Ref: 796 Skill: Interpretive Topic: Atomic Weapons and the Cold War

25) Concerning the issue of nuclear weapons development after World War II, A) Secretary of State Henry Stimson proposed cooperating with the Soviet Union. B) President Truman supported a joint Soviet-American effort. C) most American scientists believed that the Soviets could never develop an atomic bomb. D) most Americans believed that the United States should freely share its knowledge with other countries. Answer: A Diff: 2 Page Ref: 796-797 Skill: Interpretive Topic: Atomic Weapons and the Cold War 26) Upon learning that the Soviet Union had successfully tested an atomic bomb, the United States A) threatened a preemptive air strike against the Soviets’ nuclear laboratories. B) slowed down the pace of nuclear research. C) authorized the development of the hydrogen super bomb. D) responded with indifference. Answer: C Diff: 2 Page Ref: 795 Skill: Interpretive Topic: Atomic Weapons and the Cold War 27) All of the following statements are true about the Japanese fishermen on the ship Lucky Dragon in 1957 EXCEPT: A) The fishermen drifted near a radioactive fallout cloud left from American testing of nuclear bombs. B) They became ill from radiation exposure. C) One of the crewmen later died of exposure. D) The United States immediately halted all testing of nuclear bombs as a result of the mistake. Answer: D Diff: 2 Page Ref: 797 Skill: Interpretive Topic: Atomic Weapons and the Cold War 28) What was the American reaction to the discovery of radioactive fallout? A) Many fled the nation. B) Many built fallout shelters. C) Many marched on Washington, D.C., protesting the use of nuclear weapons. D) Some Americans burned down nuclear facilities in the United States. Answer: B Diff: 2 Page Ref: 797-798 Skill: Interpretive Topic: Atomic Weapons and the Cold War 29) Which of the regions of the nation experienced the most growth in nuclear facilities after World War II? A) the Deep South B) the Northeast C) the West D) the Midwest Answer: C Diff: 2 Page Ref: 798 Skill: Interpretive Topic: Atomic Weapons and the Cold War 291 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

30) In what cities did the United States base its primary naval commands in the 1950s? A) Seattle B) San Diego C) San Francisco D) All of the above. Answer: D Diff: 2 Page Ref: 799 Skill: Interpretive Topic: Atomic Weapons and the Cold War 31) Secretary of State Dulles devised the policy of threatening the Soviets with A) “massive retaliation.” B) “preemptive strike.” C) “hot war.” D) “détente.” Answer: A Diff: 2 Page Ref: 799 Skill: Interpretive Topic: Atomic Weapons and the Cold War 32) Regarding the aftermath of a coordinated atomic strike on the U.S.S.R., Eisenhower became A) excited. B) gratified. C) horrified. D) disinterested. Answer: C Diff: 2 Page Ref: 799 Skill: Interpretive Topic: Atomic Weapons and the Cold War 33) Which of the following revolutions first brought communism into the international order? A) Chinese B) Russian C) Vietnamese D) French Answer: B Diff: 2 Page Ref: 800 Skill: Interpretive Topic: The Cold War at Home 34) The major congressional investigating committee on communism was known by the initials A) WPA. B) HOLC. C) HUAC. D) COINTELPRO. Answer: C Diff: 2 Page Ref: 801 Skill: Interpretive Topic: The Cold War at Home

35) The arrest in 1950 of which of the following couples led to a major communist witchhunt trial? A) Ronald and Nancy Reagan B) George and Laura Bush C) Ethel and Julius Rosenberg D) Jane and John Goodall Answer: C Diff: 2 Page Ref: 803 Skill: Interpretive Topic: The Cold War at Home 36) In 1949, which of the following unions expelled many of its affiliated unions for alleged communist ties? A) AFL B) IWW C) CIO D) UMW Answer: C Diff: 2 Page Ref: 807 Skill: Interpretive Topic: The Cold War at Home TRUE/FALSE 37) During the 1950s, a government employee could be dismissed from his or her job if accused of being a security risk, even if she or he was denied knowledge of the accuser. Answer: TRUE Diff: 3 Page Ref: 777-778 Skill: Applied Topic: American Stories 38) Presidents Truman approved of communism. Answer: FALSE Diff: 2 Page Ref: 800 Skill: Interpretive Topic: Origins of the Cold War 39) During the 1950s, many Americans began to equate the Nazi and Soviet systems, as they had done during the 1930s. Answer: TRUE Diff: 3 Page Ref: 781 Skill: Applied Topic: Origins of the Cold War 40) Americans were initially excited about nuclear weapons in the late 1940s. Answer: TRUE Diff: 2 Page Ref: 797 Skill: Interpretive Topic: Atomic Weapons and the Cold War

41) In 1939, the Soviet Union tested its first nuclear bomb. Answer: FALSE Diff: 2 Page Ref: 797 Skill: Factual Topic: Atomic Weapons and the Cold War 42) In 1950, President Truman authorized the development of a new hydrogen bomb. Answer: TRUE Diff: 2 Page Ref: 795 Skill: Factual Topic: Atomic Weapons and the Cold War 43) The Cold War produced a reactionary period of hysteria that included a loyalty program that violated civil liberties. Answer: TRUE Diff: 2 Page Ref: 800 Skill: Interpretive Topic: The Cold War at Home 44) During the Cold War, Congress targeted homosexuals working in government service as a security risk. Answer: TRUE Diff: 2 Page Ref: 802 Skill: Interpretive Topic: The Cold War at Home 45) Black leaders Paul Robeson and W.E.B. Du Bois were criticized for communist leanings during the era. Answer: TRUE Diff: 2 Page Ref: 807 Skill: Interpretive Topic: The Cold War at Home 46) In 1948, starving Navajos were given federal assistance despite their “communistic” way of life. Answer: FALSE Diff: 2 Page Ref: 807 Skill: Factual Topic: The Cold War at Home ESSAY 47) Assume that you were Val Lorwin. Describe your position in relation to the United States government from November 1950 through March 1952. Answer: In 1950, Lorwin, a left-wing Socialist during the 1930s, found himself accused of having been a Communist party member and, hence, a security risk in his government job, which he had held for 16 years. He was brought before a congressional investigating committee, which failed to protect his civil rights by refusing to identify his accuser. He was victimized by Senator McCarthy and did not have his name cleared until 1954. Diff: 3 Page Ref: 777-778 Skill: Applied Topic: American Stories 294 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

48) Contrast the American worldview with the Soviet worldview at the end of World War II. Answer: The United States wanted to spread the vision of liberty, democracy, and economic opportunity, as well as promote free trade and markets for American products. The Soviets were concerned primarily with securing their borders, rebuilding their economy, and spreading communist ideology. Diff: 2 Page Ref: 779-780 Skill: Interpretive Topic: Origins of the Cold War 49) Characterize the foreign policy interests of American presidents Harry Truman and Dwight Eisenhower, as well as the Soviet leader Joseph Stalin. Answer: Both Truman and Eisenhower believed in self-determination and the superiority of American institutions. Both opposed communism, although Eisenhower was more willing to be accommodating. Ruthless Stalin was determined to rebuild the U.S.S.R. and maintain control of Eastern Europe. Diff: 2 Page Ref: 780-781 Skill: Interpretive Topic: Origins of the Cold War 50) Discuss the background to the Polish question and illustrate how it became the first confrontation in the Cold War. Answer: Disagreements over what kind of postwar government the Allies would establish in Poland surfaced first at the Yalta Conference. Truman demanded of the Soviet ambassador to the United States that a democratic government be established in Poland. Diff: 2 Page Ref: 781-782 Skill: Interpretive Topic: Origins of the Cold War 51) Discuss the issue of American aid to the Allies at the end of World War II and explain how the American position contributed to the development of Cold War with the Soviet Union. Answer: Truman decided to abruptly end lend-lease against the advice of Secretary of State Stettinius, which hurt the Soviet Union most of all the affected countries. Truman then attempted to use the offer of American economic aid to press the Soviets into developing a five-year plan for the rebuilding of the Soviet economy, independent of American help. Diff: 2 Page Ref: 784-786 Skill: Interpretive Topic: Containing the Soviet Union 52) Discuss the development of the United States’ containment policy and explain the major attempts of the American government to implement it prior to 1950. Answer: George Kennan argued that diplomatic negotiations with the Soviets were useless for a variety of reasons, a position reaffirmed in 1950 in National Security Council document 68. Only by containing the spread of Soviet control and influence could the United States effectively deal with the Soviets. Hence, the United States provided aid to Greece and Turkey, announced the Truman Doctrine and Marshall Plan, supported the North Atlantic Treaty Organization, unified West Germany, and carried out the Berlin airlift. Diff: 3 Page Ref: 783-785 Skill: Interpretive Topic: Containing the Soviet Union

53) Suppose you were a Chinese communist leader in 1950. Explain how you would have felt about the situation in China, as well as about the response of the United States to that situation. Answer: The Chinese communists saw the existing government in China as corrupt and inefficient, leaving the Chinese people in poverty, disease, and oppression, which they believed were the causes of the civil war that developed. They viewed the Americans as “imperialists” and confiscated American property in China, leading to a hysterical reaction in the United States. This American hostility led the communist Chinese to ally more closely with the Soviet Union. Diff: 3 Page Ref: 788-789 Skill: Applied Topic: Containment in Asia, the Middle East, and Latin America 54) Suppose that you had been General Douglas MacArthur leading the United Nations’ forces in the Korean War. Explain your objectives in the war, as well as how you would respond to President Truman’s approach to the war. Answer: MacArthur believed he was a military commander of superior abilities. He was determined to defeat the North Koreans and establish United Nations’ control in the North, and he believed that bombing North Korean supply bases inside China was essential to achieving these goals. The limited war that Truman attempted to pursue resulted in great frustration for him and led him to criticize the president publicly. Diff: 3 Page Ref: 789-790 Skill: Applied Topic: Containment in Asia, the Middle East, and Latin America 55) Imagine that you were the Central American correspondent of an American news magazine during the 1950s. How would you evaluate the economic and political conditions of Latin America, and how would you explain the United States’s reaction to the Castro revolution in Cuba? Answer: Americans controlled much of the Central American economy. This fact and exercise of American power in the region had generated much hostility toward U.S. involvement in Central America. The forces of nationalism and social reform were at work in the area. Many Americans feared the spread of communism there, leading to Eisenhower’s decision to cut off exports and sever diplomatic relations with Cuba after Castro established a communist-oriented government on the island. Diff: 2 Page Ref: 795 Skill: Applied Topic: Containment in Asia, the Middle East, and Latin America IDENTIFICATION 56) Upon his death in 1953, Joseph Stalin was succeeded by ________ as the leader of the Soviet Union. Answer: Nikita Khrushchev Diff: 3 Page Ref: 780 Skill: Factual Topic: Origins of the Cold War 57) The individual primarily responsible for developing the American containment policy during the Cold War was ________. Answer: George Kennan Diff: 2 Page Ref: 783 Skill: Factual Topic: Containing the Soviet Union

58) The key Republican senator responsible for gaining congressional support for the Truman Doctrine was ________ of Michigan. Answer: Arthur Vandenberg Diff: 3 Page Ref: 784 Skill: Factual Topic: Containing the Soviet Union 59) The Allied powers had decided to divide Germany into four occupation zones at the ________ Conference. Answer: Yalta Diff: 2 Page Ref: 782 Skill: Factual Topic: Origins of the Cold War 60) The first commander of the United Nations forces during the Korean War was General ________. Answer: Douglas MacArthur Diff: 2 Page Ref: 790 Skill: Factual Topic: Containment in Asia, the Middle East, and Latin America

The American People, Concise, 7e (Nash) Chapter 25 Postwar America at Home, 1945-1960 MULTIPLE CHOICE 1) The key to Ray Kroc’s success was A) advertising. B) uniqueness. C) standardization. D) conservative thinking. Answer: C Diff: 2 Page Ref: 810-811 Skill: Interpretive Topic: American Stories 2) By 1960, a majority of all American families A) had little extra spending money. B) had made few gains from the Depression years. C) could attain a middle-class lifestyle. D) found they could not keep up with the cost of living. Answer: C Diff: 3 Page Ref: 815 Skill: Interpretive Topic: Economic Boom 3) During the Eisenhower administration, an important factor in promoting the material development of the United States was A) a population shift away from suburban areas. B) less corporate control of the American economy. C) construction of the interstate highway system. D) control of the economy by the Office of Price Administration. Answer: C Diff: 2 Page Ref: 813 Skill: Interpretive Topic: Economic Boom 4) As a result of defense spending in the 1950s, all of the following occurred EXCEPT A) aircraft and electronic industries were stimulated. B) half the federal budget went to the armed forces. C) most citizens protested the huge expenditures. D) business-government ties grew stronger. Answer: C Diff: 2 Page Ref: 815 Skill: Interpretive Topic: Economic Boom

5) During the Truman and Eisenhower administrations, corporate development in the United States A) declined in importance economically. B) was unable to expand into foreign markets. C) was discouraged by government policy. D) was characterized by increasing concentration of control. Answer: D Diff: 2 Page Ref: 816-817 Skill: Interpretive Topic: Economic Boom 6) By 1956, the majority of workers in the United States A) worked in factories. B) were engaged in agricultural pursuits. C) held white-collar jobs. D) faced a decline in their living standards. Answer: C Diff: 2 Page Ref: 817 Skill: Interpretive Topic: Economic Boom 7) In the late 1940s, workers A) enjoyed great support from the federal government. B) lost basic rights. C) decided that strikes were ineffective. D) went on several strikes. Answer: D Diff: 2 Page Ref: 818 Skill: Interpretive Topic: Economic Boom 8) Part of labor’s cooperation was gained by material concessions such as General Motors’ 1948 introduction of A) double time for overtime. B) profit sharing. C) cost-of-living adjustment. D) guaranteed annual wage. Answer: C Diff: 1 Page Ref: 819 Skill: Factual Topic: Economic Boom 9) During the 1950s, agricultural developments in the United States A) were influenced by important new technology. B) ceased to be important to the American economy. C) tended to focus on the family farm. D) required a greater number of farmers than in the Depression years. Answer: A Diff: 2 Page Ref: 819 Skill: Interpretive Topic: Economic Boom

10) In early post-World War II America, A) Americans became less mobile. B) Elvis Presley died. C) the birthrate in the United States increased. D) shopping centers became less important in American society. Answer: C Diff: 2 Page Ref: 820 Skill: Interpretive Topic: Demographic and Technological Shifts 11) Which areas benefited the most from the military expenditures of the 1950s and 1960s? A) Atlantic Coast and Alaska Territory B) New England and the Midwest C) the Pacific Coast and the West D) the mid and Deep South Answer: C Diff: 2 Page Ref: 820 Skill: Factual Topic: Demographic and Technological Shifts 12) In the years since World War II, A) the American population has shifted away from the West and Southwest. B) the rich have become more concentrated in the center of American cities. C) American housing has become less standardized. D) suburbs have become more important in American society. Answer: D Diff: 2 Page Ref: 820 Skill: Interpretive Topic: Demographic and Technological Shifts 13) The major influence on American societal norms that developed after World War II was A) movies. B) radio. C) newspapers. D) television. Answer: D Diff: 2 Page Ref: 820 Skill: Interpretive Topic: Demographic and Technological Shifts 14) During the 1950s, material consumption in the United States A) was generally uninfluenced by advertising. B) was facilitated by installment plans. C) tended to be limited because many Americans who had experienced the Depression resisted purchasing luxury goods. D) was yet to be influenced by easier credit. Answer: B Diff: 2 Page Ref: 824 Skill: Interpretive Topic: Demographic and Technological Shifts

15) The first credit card was A) American Express. B) Diners Club. C) Bank Americard. D) Mastercard. Answer: B Diff: 2 Page Ref: 824 Skill: Factual Topic: Demographic and Technological Shifts 16) During the 1950s, ethnic Americans in general A) constituted an increasingly greater percentage of the American population. B) tended to become less homogeneous with the rest of the American population. C) became more readily assimilated into American society. D) unlike most Americans, were influenced little by television. Answer: C Diff: 3 Page Ref: 825 Skill: Interpretive Topic: Consensus and Conformity 17) Religious developments in the United States during the 1950s A) were characterized by a strong concern with doctrinal issues. B) emphasized the differences between various religious beliefs. C) were characterized by less church attendance than in the previous decade. D) showed improved knowledge of doctrine. Answer: D Diff: 3 Page Ref: 825 Skill: Interpretive Topic: Consensus and Conformity 18) For women in the United States, the 1950s was a period when A) male attitudes significantly changed concerning their role in society. B) they faced tremendous pressure to conform. C) fewer married women worked. D) they showed little resistance to returning to their traditional role in society. Answer: B Diff: 3 Page Ref: 825 Skill: Interpretive Topic: Consensus and Conformity 19) An Esquire magazine article in 1954 asserted that A) women deserved the advantages given to men. B) working wives were a “menace.” C) women should continue working in military plants. D) lower-class women could attain middle-class affluence. Answer: B Diff: 3 Page Ref: 826 Skill: Interpretive Topic: Consensus and Conformity

20) Which one of the following was LEAST likely to reinforce the traditional image of women in the 1950s and 1960s? A) Adlai Stevenson B) Benjamin Spock C) Betty Friedan D) Doris Day Answer: C Diff: 3 Page Ref: 826 Skill: Factual Topic: Consensus and Conformity 21) The conviction that a woman’s main role was still homemaking was used to A) keep married women out of the workplace altogether. B) redefine some occupations as acceptable for women. C) justify lower wages and denial of promotions. D) limit job choices to domestic work or child care. Answer: C Diff: 2 Page Ref: 826 Skill: Interpretive Topic: Consensus and Conformity 22) In American society during the Truman and Eisenhower years, A) sexuality was seldom discussed publicly. B) white, well-educated women had little difficulty in reassuming their traditional roles. C) the attitude toward women’s roles drastically changed. D) black women frequently lost the jobs they had held during the war. Answer: D Diff: 2 Page Ref: 827 Skill: Interpretive Topic: Consensus and Conformity 23) During the Eisenhower years of the 1950s, African American women A) joined the women’s movement. B) were able to move into white-collar jobs. C) did not succeed in increasing their income. D) had to take domestic work to survive. Answer: B Diff: 3 Page Ref: 827 Skill: Interpretive Topic: Consensus and Conformity 24) During the 1950s, a group of authors who promoted unconventional values in their writings were known as A) litterateurs. B) the Beat Generation. C) conformists. D) hippies. Answer: B Diff: 2 Page Ref: 827 Skill: Factual Topic: Consensus and Conformity 302 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

25) A prominent member of the Beat Generation was A) Jack Kerouac. B) Betty Friedan. C) Elvis Presley. D) Dwight Eisenhower. Answer: A Diff: 2 Page Ref: 827 Skill: Factual Topic: Consensus and Conformity 26) Among those considered to be cultural rebels during the 1940s and 1950s in the United States was A) General Douglas MacArthur. B) John Wayne. C) Elvis Presley. D) Marilyn Monroe. Answer: C Diff: 2 Page Ref: 827 Skill: Interpretive Topic: Consensus and Conformity 27) A major concern of the Truman administration was A) a lack of consumer goods. B) the expansion of the welfare state. C) a lack of population growth. D) a return to the economic conditions of the Depression. Answer: B Diff: 2 Page Ref: 828 Skill: Interpretive Topic: Origins of the Welfare State 28) In terms of economic goals during this administration, President Truman attempted to A) reduce government interference in the economy. B) guarantee full employment through government action. C) restrict the policies of the New Deal. D) resist the liberal policies of the Republicans. Answer: B Diff: 3 Page Ref: 828 Skill: Interpretive Topic: Origins of the Welfare State 29) In the midterm elections of 1946, the American voters A) demonstrated reservations about Truman’s competency. B) indicated their enthusiasm for Truman’s leadership. C) overwhelmingly endorsed the principles of the Fair Deal. D) defeated Truman for reelection. Answer: A Diff: 3 Page Ref: 829 Skill: Interpretive Topic: Origins of the Welfare State

30) The passage of the Taft-Hartley Act A) was an indicator of public reaction against unions. B) reinforced the Democratic labor policies of the New Deal era. C) gave federal protection for the concept of the “closed shop.” D) had the strong support of Harry Truman. Answer: A Diff: 3 Page Ref: 829 Skill: Interpretive Topic: Origins of the Welfare State 31) In the election of 1948, the Democratic Party A) faced defections from the right and left wings of the party. B) had no significant opposition from the Republicans. C) was able to compromise satisfactorily on the civil rights issue. D) refused to renominate Truman as their candidate. Answer: A Diff: 2 Page Ref: 830 Skill: Interpretive Topic: Origins of the Welfare State 32) Truman’s Fair Deal program A) was an overwhelming success. B) had the strong support of Congress. C) suffered because of the president’s concern about the Cold War. D) promised gains for a select few in American society. Answer: C Diff: 3 Page Ref: 829-831 Skill: Interpretive Topic: Origins of the Welfare State 33) In comparison to his predecessors, Dwight Eisenhower A) had difficulty in getting people to work for him. B) had little desire to be president. C) was abrupt and aggressive in his actions. D) had limited experience with everyday politics. Answer: D Diff: 2 Page Ref: 832 Skill: Interpretive Topic: Origins of the Welfare State 34) In Eisenhower’s perception of the function of the government, A) the government should have a limited role in the economy. B) the role of the president should be expanded. C) economic activism was an important role for the government. D) the size of the federal government should continue to grow to meet the needs of the nation. Answer: A Diff: 2 Page Ref: 833 Skill: Interpretive Topic: Origins of the Welfare State

35) When President Eisenhower left the presidency in 1961, he A) was extremely unpopular with most Americans. B) had been unable to reduce the role of government in the economy at all. C) accepted the fundamental features of the welfare state. D) had managed to sell the Tennessee Valley Authority to private interests. Answer: C Diff: 3 Page Ref: 833 Skill: Interpretive Topic: Origins of the Welfare State 36) What problems did black sharecroppers experience? A) foreign competition B) mechanization C) eviction D) All of the above. Answer: D Diff: 2 Page Ref: 834 Skill: Factual Topic: The Other America 37) How did many rural blacks respond to southern problems? A) They moved to northern cities. B) They placed their children in better schools in southern cities. C) They found better jobs in southern cities. D) All of the above. Answer: D Diff: 2 Page Ref: 834-839 Skill: Factual Topic: The Other America 38) All of the following describe the black church in northern cities EXCEPT A) it provided day-care facilities. B) it played an important role in sustaining black life. C) it hosted Girl and Boy Scouts events. D) it often rejected poor black families. Answer: D Diff: 2 Page Ref: 836 Skill: Factual Topic: The Other America 39) All of the following statements explain the efforts of President Truman regarding civil rights EXCEPT: A) In 1946 he created a committee to investigate lynching and other racial problems. B) In 1948 he presented a civil rights program to Congress—the first president to do so. C) He issued a ban against discrimination in federal employment. D) He helped Congress to pass major civil rights legislation and voting bills. Answer: D Diff: 2 Page Ref: 836-837 Skill: Factual Topic: The Other America

40) Latino immigrants in the United States after World War II came from A) Mexico. B) Central America. C) Cuba. D) All of the above. Answer: D Diff: 2 Page Ref: 839 Skill: Factual Topic: The Other America 41) Which Latin American nation created a partnership with the United States to provide labor during and after World War II? A) Chile B) Mexico C) Peru D) Panama Answer: B Diff: 2 Page Ref: 839 Skill: Factual Topic: The Other America 42) All of the following relate the history of the braceros EXCEPT A) working conditions were harsh. B) some workers were deported by the federal government. C) many workers stayed beyond their official agreement. D) all braceros were returned to their home nation. Answer: D Diff: 2 Page Ref: 839 Skill: Factual Topic: The Other America 43) Following World War II, Puerto Ricans A) were forced to immigrate to the United States. B) settled primarily in the Southwest of the United States. C) failed to enjoy the promise of the American dream as immigrant people. D) enjoyed widespread wealth and prosperity. Answer: C Diff: 2 Page Ref: 842 Skill: Factual Topic: The Other America 44) By the end of the 1960s, the city with the largest Puerto Rican population in the world was A) San Salvador. B) San Juan. C) New York City. D) Miami. Answer: C Diff: 2 Page Ref: 842 Skill: Factual Topic: The Other America

45) The Immigration and Nationality Act A) removed the long-standing ban on Japanese immigration. B) established a quota of 100 immigrants a year for each Asian nation. C) provided that first-generation Japanese Americans were now eligible for citizenship. D) All of the above. Answer: D Diff: 2 Page Ref: 843 Skill: Factual Topic: The Other America TRUE/FALSE 46) Because of the anxieties created by the Cold War, Americans reflected little optimism in the two decades after World War II. Answer: FALSE Diff: 2 Page Ref: 812 Skill: Interpretive Topic: Economic Boom 47) The two decades after World War II were a period of sustained economic growth in the United States. Answer: TRUE Diff: 2 Page Ref: 813 Skill: Interpretive Topic: Economic Boom 48) From 1951 to 1953, the United States defense budget more than doubled. Answer: TRUE Diff: 2 Page Ref: 815 Skill: Factual Topic: Economic Boom 49) Oligopolies, conglomerates, and franchises were all part of post-World War II expansion. Answer: TRUE Diff: 2 Page Ref: 816-817 Skill: Interpretive Topic: Economic Boom 50) African Americans and other minorities fully shared in the prosperity enjoyed by the white middle class during the 1950s. Answer: FALSE Diff: 2 Page Ref: 834 Skill: Interpretive Topic: The Other America 51) In 1960, the federal government determined that approximately 40 million Americans, or one-quarter of the population, lived in poverty. Answer: TRUE Diff: 2 Page Ref: 834 Skill: Interpretive Topic: The Other America

52) In the 1950s, Detroit’s black population increased from 16 percent to 29 percent. Answer: TRUE Diff: 2 Page Ref: 835 Skill: Interpretive Topic: The Other America 53) Blacks did not encounter segregation and discrimination in northern cities. Answer: FALSE Diff: 2 Page Ref: 836 Skill: Interpretive Topic: The Other America 54) President Eisenhower enthusiastically endorsed the U.S. Supreme Court’s decision in the Brown case in both public and private. Answer: FALSE Diff: 2 Page Ref: 838 Skill: Interpretive Topic: The Other America 55) Native Americans continued to remain outsiders in the postwar years. Answer: TRUE Diff: 2 Page Ref: 842 Skill: Interpretive Topic: The Other America 56) For Asian Americans, conditions deteriorated drastically immediately following World War II. Answer: TRUE Diff: 2 Page Ref: 843 Skill: Interpretive Topic: The Other America 57) In 1958, President Eisenhower changed the federal Indian policy of termination to require tribal consent before tribes could be terminated and reservation lands sold. Answer: TRUE Diff: 2 Page Ref: 843 Skill: Interpretive Topic: The Other America ESSAY 58) Discuss the general economic conditions of the United States in the decade and a half after the end of World War II. Answer: It was a period of general economic expansion. Accumulated savings fueled consumption after the war, while the automobile industry, the interstate highway system, and housing construction stimulated economic growth. A government attitude favorable to business and expenditures associated with the Korean War also stimulated the economy. In general, it was a period of prosperity and affluence, especially for the middle class. Diff: 2 Page Ref: 812-819 Skill: Interpretive Topic: Economic Boom 308 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

59) Discuss the major developments in corporate business in the later 1940s through the 1950s. Answer: During that period, corporate business trends were toward concentration of control in the form of oligopolies and conglomerates. Franchise operations and an emphasis on companies expanded into foreign markets. Diff: 2 Page Ref: 816-817 Skill: Interpretive Topic: Economic Boom 60) Assume that you were a typical white, middle-class, white-collar employee during the 1950s and 1960s. Describe your working conditions and your living environment. Answer: The typical white-collar worker would be salaried rather than paid by the hour and would be among the majority of workers. There would be a general conformity among workers with stress on teamwork rather than individuality. They would have more children and better health care. Many would move west and probably live in the suburbs in standardized housing, while doing much of their purchasing at shopping malls. Diff: 3 Page Ref: 816-818 Skill: Applied Topic: Economic Boom 61) Discuss union gains from the end of World War II through the 1950s. Evaluate the advantages and disadvantages of those gains. Answer: Immediate postwar adjustment was hostile with more strikes in 1946 than ever before in U.S. history. By the late 1940s, an accommodation was reached, ending bitter acknowledged management prerogatives. Material concessions were gained but with the loss of worker autonomy and control. Diff: 2 Page Ref: 818-819 Skill: Interpretive Topic: Economic Boom 62) Discuss the major demographic trends and settlement patterns of the postwar era. Answer: The population grew dramatically as a “baby boom” developed. War industries prompted many people to move west. White middle-class Americans moved into the suburbs. Levitt’s mass production housing and government-insured mortgages fueled housing booms. Shopping centers catered to suburban customers. Diff: 2 Page Ref: 820-824 Skill: Interpretive Topic: Demographic and Technological Shifts 63) Suppose you are a typical consumer of the postwar era. Describe your activities and abundance. Answer: Transistors brought in new gadgets and appliances with television the main purchase. More staple appliances were purchased, as well as less essential items such as electric pencil sharpeners. Credit cards and installment plans encouraged buying. Diff: 3 Page Ref: 824 Skill: Applied Topic: Demographic and Technological Shifts

64) Discuss the conformities as well as changes for various levels of American women. Answer: After World War II, traditional gender roles were affirmed. Women faced tremendous pressure to conform but entered the workforce at higher rates than the prewar period. The media and authority figures, such as Dr. Spock, reinforced the stereotypes. More professions were available but only in those that reinforced women’s traditional roles. African American women improved their wages and professional options. Diff: 3 Page Ref: 825-827 Skill: Interpretive Topic: Consensus and Conformity 65) Suppose you were a nontypical American college student during the period form 1945 to 1960. Describe your probable interests and the culture figures that would most probably appeal to you. Answer: The nontypical American college student would probably have been interested in those artists and philosophers who questioned the prevailing conformity in American society, such as J.D. Salinger, Jack Kerouac, and Allen Ginsberg. He or she would probably have grooved to Elvis Presley’s music and been interested in the art of Jackson Pollock and the “New York school.” Diff: 3 Page Ref: 827-828 Skill: Applied Topic: Consensus and Conformity IDENTIFICATION 66) Jackie Robinson became the first__________to play in Major League Baseball in 1947. Answer: African American Diff: 3 Page Ref: 835 Skill: Factual Topic: The Other America 67) The ________fought legal battles against racial discrimination during the 1900s. Answer: National Association for the Advancement of Colored People Diff: 2 Page Ref: 835 Skill: Factual Topic: The Other America 68) The Brown v. Board of Education case of 1954 originated in the state of________. Answer: Kansas Diff: 3 Page Ref: 836 Skill: Factual Topic: The Other America 69) President Eisenhower in 1957 sent the ________into Little Rock, Arkansas. Answer: National Guard Diff: 2 Page Ref: 836 Skill: Factual Topic: The Other America

70) The ________Act of 1957 established a Civil Rights Commission. Answer: Civil Rights Diff: 2 Page Ref: 837 Skill: Factual Topic: The Other America

The American People, Concise, 7e (Nash) Chapter 26 Reform and Rebellion in the Turbulent Sixties, 1960-1969 MULTIPLE CHOICE 1) Paul Cowan represented the views of many 1960s students who A) opposed the concept of active government. B) lost faith in the “American way.” C) felt government could make a positive difference. D) deserted the military because of their disillusionment with the war. Answer: C Diff: 3 Page Ref: 846-847 Skill: Interpretive Topic: American Stories 2) By 1960, most Americans tended to believe that the federal government should A) abandon the philosophy on which the New Deal and Fair Deal had been based. B) reduce its commitment to social welfare programs. C) assume an active role in providing welfare benefits for the people. D) radically reduce defense spending. Answer: C Diff: 3 Page Ref: 848 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years 3) One of the chief obstacles John Kennedy had to overcome to win the election of 1960 was the fact that he was A) a Quaker. B) not photogenic. C) divorced. D) Roman Catholic. Answer: D Diff: 3 Page Ref: 849 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years 4) John Kennedy A) was the youngest man elected president. B) won the election with a wide margin of the popular vote. C) barely received enough electoral votes to win the election. D) had little prior political experience. Answer: A Diff: 3 Page Ref: 849 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years

5) The inauguration of John Kennedy as president of the United States A) brought vigorous leadership to the government. B) meant that Washington social life became less glamorous. C) meant the continuation of a presidential leadership style similar to Eisenhower’s. D) led to an administration dominated by Roman Catholic concepts. Answer: A Diff: 2 Page Ref: 850 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years 6) President Kennedy’s New Frontier program A) met resistance on several points. B) enjoyed strong support from the Democrats in Congress. C) had been strongly supported by the voters in the 1960 election. D) provided many new socioeconomic opportunities for the American people. Answer: A Diff: 2 Page Ref: 850 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years 7) As president, Kennedy was able to win congressional support and funding for A) medical care for the elderly. B) aid to parochial schools. C) a major urban renewal program. D) the exploration of space. Answer: D Diff: 2 Page Ref: 851 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years 8) The Peace Corps was established in order to A) send trained volunteers abroad to teach modern methods of birth control. B) provide diplomatic assistance to end civil wars in developing countries. C) help developing countries industrialize. D) send dedicated Americans abroad to work with people at the grassroots level. Answer: D Diff: 2 Page Ref: 851 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years 9) As president, Kennedy A) failed to enact any parts of the New Frontier. B) realized modest success. C) antagonized the youth. D) altered the scope of federal power more than any previous president. Answer: B Diff: 2 Page Ref: 854 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years

10) During the 1960s, the civil rights movement in the United States A) often employed civil disobedience, such as sit-ins, to achieve its goals. B) was opposed by the NAACP. C) became less violent. D) caused few problems for American political leaders. Answer: A Diff: 2 Page Ref: 854-857 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years 11) When James Meredith tried to attend the University of Mississippi in 1962, A) the state’s governor supported his right to attend the university. B) blacks decided to boycott the bus system in Oxford. C) riots resulted. D) the Supreme Court refused to support Meredith’s admission. Answer: C Diff: 2 Page Ref: 855 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years 12) In his pursuit of black rights, Martin Luther King, Jr. was committed to A) forming a black political party. B) violent confrontation. C) nonviolent protest. D) a separatist movement for blacks. Answer: C Diff: 2 Page Ref: 855-856 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years 13) In November 1963, President Kennedy was assassinated while A) attempting to undermine support for Vice President Johnson, who hoped to oppose him in the 1964 Democratic primary. B) promoting his plans to invade Cuba. C) on a political trip to help unite the Texas Democratic party. D) en route to a vacation on Padre Island. Answer: C Diff: 3 Page Ref: 857 Skill: Interpretive Topic: Lyndon B. Johnson and the Great Society 14) Presidents Kennedy and Lyndon Johnson were similar in A) their culture and sophistication. B) crude and offensive personal manners. C) ability to deal effectively with Congress. D) aggressive use of presidential power. Answer: D Diff: 3 Page Ref: 858 Skill: Interpretive Topic: Lyndon B. Johnson and the Great Society

15) One of Lyndon Johnson’s major goals as president was to A) lessen the power of the executive branch in the political process. B) slow down the pace of the civil rights movement. C) secure the foundation of the welfare state. D) reduce government involvement in the economy. Answer: C Diff: 2 Page Ref: 861 Skill: Interpretive Topic: Lyndon B. Johnson and the Great Society 16) Underlying Johnson’s vision of a “Great Society” was A) the desire to be reelected in 1960. B) his belief that the Republicans would return to office in 1964. C) his opposition to Kennedy’s legislative programs. D) the most extensive reform program in U.S. history. Answer: D Diff: 3 Page Ref: 858 Skill: Interpretive Topic: Lyndon B. Johnson and the Great Society 17) After he became president, Lyndon Johnson A) failed to promote the interest of blacks. B) demonstrated considerable charisma and charm. C) refused to support any of Kennedy’s programs. D) proved effective in working with Congress. Answer: D Diff: 2 Page Ref: 859 Skill: Interpretive Topic: Lyndon B. Johnson and the Great Society 18) As part of his Great Society program, Lyndon Johnson A) failed to demonstrate concern about poverty in the country. B) called for a tax increase to pay for the social programs. C) supported a medical assistance plan. D) refused to support federal aid to education. Answer: C Diff: 2 Page Ref: 860 Skill: Factual Topic: Lyndon B. Johnson and the Great Society 19) As far as his legislative program was concerned, President Lyndon Johnson A) showed little interest in the needs of the poor. B) was unable to get Congress to approve any important measures. C) failed to obtain congressional approval for Medicare. D) obtained congressional approval for his educational proposals. Answer: D Diff: 3 Page Ref: 861 Skill: Interpretive Topic: Lyndon B. Johnson and the Great Society

20) The Civil Rights Act of 1964 did all of the following EXCEPT A) protect the right to vote. B) fail to eliminate discrimination. C) outlaw racial discrimination in public accommodations. D) prohibit discriminatory hiring practices in firms with more than 25 employees. Answer: A Diff: 3 Page Ref: 862 Skill: Interpretive Topic: Lyndon B. Johnson and the Great Society 21) A spokesman for the more militant blacks during the 1960s was A) Malcolm X. B) Marcus Garvey. C) Booker T. Washington. D) Martin Luther King, Jr. Answer: A Diff: 2 Page Ref: 863 Skill: Factual Topic: Lyndon B. Johnson and the Great Society 22) What problems did President Johnson’s Great Society suffer from? A) Some programs promised too much. B) Many programs were under funded. C) Political factionalism divided objectives. D) All of the above. Answer: D Diff: 2 Page Ref: 866 Skill: Interpretive Topic: Lyndon B. Johnson and the Great Society 23) Why did the Bay of Pigs invasion result in disaster for the United States? A) Castro held off troops coming ashore. B) An air strike failed to destroy Cuban air power. C) The Americans mistakenly assumed the Cuban people would rise up against Castro during the attack. D) All of the above. Answer: D Diff: 2 Page Ref: 867-868 Skill: Interpretive Topic: Continuing Confrontations with Communists 24) After learning of missiles in Cuba, Kennedy imposed A) martial law. B) a blockade. C) a quarantine. D) economic sanctions. Answer: C Diff: 2 Page Ref: 869 Skill: Factual Topic: Continuing Confrontations with Communists

25) In 1965, Johnson dispatched 20,000 troops to the Latin American nation of A) Mexico. B) the Dominican Republic. C) Cuba. D) Panama. Answer: B Diff: 2 Page Ref: 870 Skill: Factual Topic: Continuing Confrontations with Communists 26) During the Six-Day war, Israel defeated A) the Soviet Union. B) Egypt. C) Saudi Arabia. D) Poland. Answer: B Diff: 2 Page Ref: 870 Skill: Factual Topic: Continuing Confrontations with Communists 27) Which of the following presidents is responsible for initially escalating the Vietnam War? A) John F. Kennedy B) Dwight D. Eisenhower C) Harry Truman D) Franklin D. Roosevelt Answer: A Diff: 2 Page Ref: 870 Skill: Factual Topic: War in Vietnam and Turmoil at Home 28) With U.S. assistance, the South Vietnamese military assassinated President A) Ho Chi Minh. B) Nguyen Kao Ky. C) Diem. D) Viet Cong. Answer: C Diff: 2 Page Ref: 871 Skill: Interpretive Topic: War in Vietnam and Turmoil at Home 29) The United States in 1964 charged that North Vietnam had attacked American destroyers in the A) Gulf of Mexico. B) Gulf of Tonkin. C) Gulf of St. Lawrence. D) China Sea. Answer: B Diff: 2 Page Ref: 871 Skill: Interpretive Topic: War in Vietnam and Turmoil at Home

30) In 1962, Students for a Democratic Society (SDS) issued the A) Declaration of Sentiments. B) Communist Manifesto. C) Port Huron Statement. D) White Paper. Answer: C Diff: 2 Page Ref: 873 Skill: Interpretive Topic: War in Vietnam and Turmoil at Home 31) One of the most prominent Americans to resist the draft was A) George Bush. B) Muhammad Ali. C) John McCain. D) Ronald Reagan. Answer: B Diff: 2 Page Ref: 874 Skill: Factual Topic: War in Vietnam and Turmoil at Home TRUE/FALSE 32) In the election of 1960 voters divided very evenly between the two major presidential candidates. Answer: TRUE Diff: 3 Page Ref: 848 Skill: Applied Topic: John F. Kennedy: The Camelot Years 33) During his administration, President Kennedy’s relations with the major corporations of the country were very cordial. Answer: FALSE Diff: 3 Page Ref: 850 Skill: Applied Topic: John F. Kennedy: The Camelot Years 34) The SNCC advocated using violence in pursuing civil rights. Answer: FALSE Diff: 2 Page Ref: 854 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years 35) During the presidency of Lyndon Johnson, for the first time in American history the federal government developed a program specifically designed to end poverty in the United States. Answer: TRUE Diff: 2 Page Ref: 860 Skill: Interpretive Topic: Lyndon B. Johnson and the Great Society

36) Critics of the Great Society program came from across the political spectrum. Answer: TRUE Diff: 2 Page Ref: 866 Skill: Interpretive Topic: Lyndon B. Johnson and the Great Society 37) The Tet Offensive eroded the confidence of the American working and middle class during the Vietnam War. Answer: TRUE Diff: 2 Page Ref: 874 Skill: Interpretive Topic: War in Vietnam and Turmoil at Home 38) Members of the baby-boom generation occupied the forefront of the protest movement against the Vietnam War. Answer: TRUE Diff: 2 Page Ref: 873 Skill: Factual Topic: War in Vietnam and Turmoil at Home 39) By the 1960s, college enrollment had plummeted compared to the 1940s. Answer: FALSE Diff: 2 Page Ref: 873 Skill: Interpretive Topic: War in Vietnam and Turmoil at Home 40) The Free Speech movement was born at the University of Mississippi in 1964. Answer: FALSE Diff: 2 Page Ref: 873 Skill: Factual Topic: War in Vietnam and Turmoil at Home 41) The first anti-war teach-in took place at the University of Michigan in 1965. Answer: TRUE Diff: 2 Page Ref: 873 Skill: Factual Topic: War in Vietnam and Turmoil at Home ESSAY 42) Discuss President Kennedy’s leadership style and evaluate his success in achieving the goals of his New Frontier program before his assassination. Answer: Kennedy advocated strong leadership reminiscent of Franklin Roosevelt. He relied on expert advisers, supported civil rights, called for stimulation of the economy, expansion of social welfare programs, and support of the space program. He was not too effective in obtaining congressional support for civil rights legislation or his social welfare programs. He failed to get much of his economic program through Congress and came into confrontation with corporate leaders. He successfully launched a space program. Diff: 2 Page Ref: 849-850 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years 319 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

43) Discuss President Lyndon Johnson’s leadership style and evaluate the success of his Great Society programs. Answer: Personally, Johnson was often crude and vulgar but forceful and very effective in working with Congress. He wanted to continue the Kennedy programs, especially welfare. He was effective in getting civil rights and social welfare legislation passed by Congress. Opposition developed to his programs because they reinforced the tendency toward centralization of government, because of their cost, and because the Vietnam War drew off resources. Diff: 3 Page Ref: 857-858 Skill: Interpretive Topic: Lyndon B. Johnson and the Great Society 44) Pretend that you are preparing a television documentary about the civil rights movement during the 1960s. What events would you show? Who would you interview or discuss? Answer: Many important events and people played parts in the civil rights movement. Among the events would be the sit-ins and freedom rides organized by SNCC, the protest march and subsequent police brutality in Birmingham, Freedom Summer, and the urban riots from 1966-1968. Among the influential people were Martin Luther King, Jr., who advocated nonviolent protest; Malcolm X, who wanted to separate from white society; and Stokely Carmichael, who led the Black Power movement. Also important to discuss are JFK’s vocal support for civil rights but failure to accomplish much, as well as the legislation passed during the Johnson administration: Civil Rights Act of 1964 and Voting Rights Act of 1965. Diff: 3 Page Ref: 854-857; 862-865 Skill: Interpretive Topic: John F. Kennedy: The Camelot Years 45) Suppose you were a militant black during the 1960s. What organizations would you most likely support and which civil rights leaders would you most likely admire? Explain your answer. Answer: A militant black would probably support the Student Nonviolent Coordinating Committee, Nation of Islam, and/or the Black Panthers. He or she would most likely admire James Baldwin, Malcolm X, and/or Stokely Carmichael. A militant black would generally believe that the progress of civil rights reform was moving too slowly and that white Americans were hopelessly racist. Diff: 2 Page Ref: 863-865 Skill: Applied Topic: Lyndon B. Johnson and the Great Society 46) Discuss the philosophical position of the majority of the Supreme Court during the 1960s and list the most significant cases decided by the Court involving civil rights and civil liberties. Answer: Led by Chief Justice Earl Warren, the Supreme Court promoted social change. Brown v. Board of Education required integration of schools; Escobedo v. Illinois guaranteed the accused access to an attorney; Miranda v. Arizona established that the accused be informed of his right to remain silent; Baker v. Carr concerned reapportionment of state legislatures. The court also prohibited prayer in public schools and liberalized the definition of pornography. Diff: 2 Page Ref: 865-866 Skill: Interpretive Topic: Lyndon B. Johnson and the Great Society

47) Discuss President Kennedy’s foreign policy with respect to Cuba and show how it led to confrontation with the Soviet Union. Answer: When he came into office, the Central Intelligence Agency had developed plans to overthrow the communist government in Cuba, the plan that failed with the Bay of Pigs invasion, embarrassing Kennedy. When the United States discovered that the Soviets had placed missiles in Cuba, Kennedy declared a blockade of Cuba to prevent it, and brought the United States and the Soviets to the brink of war. Diff: 2 Page Ref: 867-870 Skill: Interpretive Topic: Continuing Confrontations with Communists 48) Discuss the major reasons for the development of the student movement during the 1960s and describe the chief ways in which the participants in the movement expressed their objectives. Answer: Demographic patterns lay behind much of the student movement as more young people attended college. Coming from middle-class homes they had time to experiment before going into the working world. Many became involved with such issues as civil rights, free speech, and opposition to the Vietnam War. Many joined such organizations as Students for a Democratic Society. They participated in many campus protests and sit-ins to dramatize their demands. Diff: 2 Page Ref: 873-874 Skill: Interpretive Topic: War in Vietnam and Turmoil at Home 49) As a member of the counterculture of American young people during the 1960s, explain what your values and principles would probably have been and which literary and artistic works would have influenced you. Answer: Counterculture youth during the 1960s would have questioned the traditional mores of American society, especially those concerning materialism and sexual attitudes. Important influences on their attitude and behavior would have included painters such as Warhol, and rock musicians. They would probably have experimented with drugs following the lead of such persons as Leary and Kesey, and they would probably have attended music festivals. Diff: 2 Page Ref: 875-876 Skill: Applied Topic: War in Vietnam and Turmoil at Home IDENTIFICATION 50) The most important medium in determining the outcome of the election of 1960 was ________. Answer: television Diff: 2 Page Ref: 852-853 Skill: Applied Topic: John F. Kennedy: The Camelot Years 51) President Kennedy established the ________ to send men and women overseas to help developing countries achieve their economic and social goals. Answer: Peace Corps Diff: 2 Page Ref: 860 Skill: Factual Topic: John F. Kennedy: The Camelot Years

52) Police turned high-pressure hoses and dogs against black protesters in ________, Alabama in 1963. Answer: Birmingham Diff: 2 Page Ref: 855 Skill: Factual Topic: John F. Kennedy: The Camelot Years 53) The Republican presidential candidate in the election of 1964 was ________. Answer: Barry Goldwater Diff: 3 Page Ref: 860 Skill: Factual Topic: Lyndon B. Johnson and the Great Society 54) In his effort to eliminate poverty in the United States, President Lyndon Johnson encouraged Congress to pass the ________ Act of 1964. Answer: Economic Opportunity Diff: 2 Page Ref: 860 Skill: Interpretive Topic: Lyndon B. Johnson and the Great Society 55) The ________ dealt the Great Society a fatal blow. Answer: Vietnam War Diff: 2 Page Ref: 867 Skill: Factual Topic: War in Vietnam and Turmoil at Home 56) The nationalist ________ helped to overthrow a dictatorial regime in Cuba in 1959. Answer: Fidel Castro Diff: 2 Page Ref: 867 Skill: Factual Topic: Continuing Confrontations with Communists 57) The _______________ was one organization in the United States that attempted to halt communism in Cuba. Answer: Alliance for Progress Diff: 2 Page Ref: 868 Skill: Factual Topic: Continuing Confrontations with Communists 58) President Kennedy met with Soviet leader ________ in Vienna to calm tensions over Berlin in 1961. Answer: Nikita Khrushchev Diff: 2 Page Ref: 868 Skill: Factual Topic: John F. Kennedy: The Camelot Years 59) The U.S.S.R. responded to tensions over Berlin by creating a(n) ________ that sealed off its section of the city. Answer: wall Diff: 2 Page Ref: 868 Skill: Factual Topic: John F. Kennedy: The Camelot Years

60) The leader of South Vietnam during the Johnson administration was ________. Answer: Nguyen Van Thieu Diff: 2 Page Ref: 873 Skill: Factual Topic: Lyndon B. Johnson and the Great Society

The American People, Concise, 7e (Nash) Chapter 27 Disorder and Discontent, 1969-1980 MULTIPLE CHOICE 1) Richard Nixon believed that the office of the president A) set the moral tone for the nation. B) ought to be the engine of social change. C) had too much power. D) should not interfere with the economy. Answer: B Diff: 2 Page Ref: 883 Skill: Interpretive Topic: The Decline of Liberalism 2) In the 1970s, the most critical factor that disrupted the American economy was A) wage and price controls. B) spiraling food prices. C) the war in Vietnam. D) the oil embargo. Answer: D Diff: 2 Page Ref: 884 Skill: Interpretive Topic: The Decline of Liberalism 3) Nixon worked to undermine the liberal agenda by all of the following EXCEPT A) reshaping the Supreme Court. B) discrediting prominent Democrats. C) reducing the budget. D) proving the ineffectiveness of programs. Answer: D Diff: 2 Page Ref: 884-886 Skill: Interpretive Topic: The Decline of Liberalism 4) The use of busing as a means for desegregation of American schools A) eliminated de facto but not de jure segregation. B) was strongly endorsed by President Nixon. C) was generally accepted by southern whites without protest. D) often brought resistance in northern cities. Answer: D Diff: 3 Page Ref: 889 Skill: Interpretive Topic: The Decline of Liberalism

5) As a result of the Nixon Doctrine, the United States’ policy concerning the Vietnam War A) led to an immediate decrease in American air attacks on North Vietnam. B) resulted in a refusal by the United States to negotiate an agreement with the North Vietnamese. C) brought increased involvement of American ground troops. D) led to the replacement of American troops with South Vietnamese troops. Answer: D Diff: 2 Page Ref: 890 Skill: Interpretive Topic: The Ongoing Effort in Vietnam 6) President Nixon’s decision to invade Cambodia in 1970 resulted in A) renewed anti-war demonstrations on college campuses. B) an American victory in Vietnam. C) permanent occupation of Cambodia by U.S. troops. D) general public approval of his Vietnam policy. Answer: A Diff: 3 Page Ref: 891 Skill: Interpretive Topic: The Ongoing Effort in Vietnam 7) The documents published by the New York Times revealed the A) disparity in training between U.S. and South Vietnamese troops. B) fabrications and faulty assumptions that had guided the Vietnam War. C) effectiveness of massive bombing. D) participation by the Chinese in Vietnam. Answer: B Diff: 3 Page Ref: 891 Skill: Interpretive Topic: The Ongoing Effort in Vietnam 8) A major element of Nixon’s foreign policy was to A) establish that communism was monolithic throughout the world. B) concentrate American interests in the Western Hemisphere. C) use Congress to foster new diplomatic initiatives. D) foster new diplomatic relations with the communist countries. Answer: D Diff: 3 Page Ref: 892 Skill: Interpretive Topic: The Ongoing Effort in Vietnam 9) As Richard Nixon planned his reelection campaign in 1972, A) the Republicans were determined to sweep the presidential and congressional elections. B) the campaign seemed less organized than in 1968. C) there was grave concern over the lack of campaign funds. D) he proposed to conduct a quiet and gentlemanly campaign. Answer: A Diff: 2 Page Ref: 893-894 Skill: Interpretive Topic: Constitutional Conflict and Its Consequences

10) As the events of Watergate unraveled, A) the complicity of the president in the scandal became evident. B) little evidence could be found of the president’s involvement. C) the judicial system did not participate in the process. D) Americans grew tired of the issue. Answer: A Diff: 2 Page Ref: 893-894 Skill: Interpretive Topic: Constitutional Conflict and Its Consequences 11) As a result of the Watergate scandal A) the Republican party called for Nixon’s resignation. B) impeachment laws were strengthened. C) Nixon served six months in prison. D) many Americans lost faith in the presidency. Answer: D Diff: 2 Page Ref: 895 Skill: Interpretive Topic: Constitutional Conflict and Its Consequences 12) Gerald Ford’s goals as president included A) restoring trust in the presidency. B) ending welfare programs. C) ending school busing. D) increasing aid to education. Answer: A Diff: 2 Page Ref: 896 Skill: Interpretive Topic: Constitutional Conflict and Its Consequences 13) President Carter upset liberals by A) reducing spending. B) beginning deregulation. C) failing to construct an effective energy policy. D) All of the above. Answer: D Diff: 2 Page Ref: 897-898 Skill: Interpretive Topic: Constitutional Conflict and Its Consequences 14) The founders of the National Organization for Women contended that A) consciousness-raising was unimportant. B) women were not treated as equal members of society. C) women generally approved of traditional marriage relationships. D) the Civil Rights Act of 1964 gave women equal opportunities. Answer: B Diff: 2 Page Ref: 901 Skill: Interpretive Topic: The Continuing Quest for Social Reform

15) A leader in the movement to achieve changes in the traditional status of women in the United States during the 1970s was A) Phyllis Schlafly. B) Marilyn Monroe. C) Gloria Steinem. D) Janis Joplin. Answer: C Diff: 1 Page Ref: 902 Skill: Factual Topic: The Continuing Quest for Social Reform 16) Black women were often ambivalent about the women’s movement for all of the following reasons EXCEPT A) suspicion of middle-class views of white feminists. B) the feeling that struggle for racial equality took precedence. C) an involvement with minor issues like the title Ms. D) gender was a greater problem than race. Answer: D Diff: 3 Page Ref: 902 Skill: Interpretive Topic: The Continuing Quest for Social Reform 17) Between 1970 and 1980, Hispanic Americans A) found the Supreme Court unsympathetic to their demands for bilingual education. B) declined in number. C) increased in number. D) achieved full assimilation into American society. Answer: C Diff: 2 Page Ref: 903 Skill: Interpretive Topic: The Continuing Quest for Social Reform 18) During the 1960s and 1970s, Hispanic Americans A) found the Great Society programs sensitive to their needs. B) became more active politically. C) had little success in gaining a political voice. D) did not attempt to share in the American dream. Answer: B Diff: 3 Page Ref: 903 Skill: Interpretive Topic: The Continuing Quest for Social Reform 19) The person who led the union movement among Chicano farm workers during the 1960s was A) Joseph Montoya. B) Cesar Chavez. C) Henry B. Gonzales. D) Henry Cisneros. Answer: D Diff: 2 Page Ref: 903, 906 Skill: Factual Topic: The Continuing Quest for Social Reform 327 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

20) Chavez was successful in using what tactic when grape growers did not concede to his union demands? A) strike B) political lobbying in Washington, D.C C) school walkouts D) nationwide consumer boycott Answer: D Diff: 2 Page Ref: 906 Skill: Factual Topic: The Continuing Quest for Social Reform 21) During the 1970s, efforts by Mexican American farm workers to improve their working conditions A) resulted in a Texas law requiring the closed shop. B) led California to pass a law requiring growers to bargain collectively. C) led growers to stop using their labor. D) failed to have any impact on legislation in California. Answer: B Diff: 3 Page Ref: 906 Skill: Interpretive Topic: The Continuing Quest for Social Reform 22) The demands by Mexican Americans for improvement in their educational opportunities during the 1970s A) resulted in more Latino teachers, counselors, and courses. B) met with little success. C) focused on becoming assimilated into Anglo culture. D) generally met with little resistance from educational authorities. Answer: A Diff: 2 Page Ref: 906 Skill: Interpretive Topic: The Continuing Quest for Social Reform 23) As a leader among Chicanos during the 1970s, Rodolfo “Corky” Gonzales A) avoided activities that might bring confrontation with the authorities. B) enthusiastically supported the war in Vietnam. C) pressed for return of land that the United States government had taken from Mexicans years earlier. D) founded the Crusade for Justice. Answer: D Diff: 3 Page Ref: 907 Skill: Interpretive Topic: The Continuing Quest for Social Reform

24) Which president was particularly good at courting Latino votes but did not reward his followers when elected in 1972? A) Truman B) Nixon C) Kennedy D) Ford Answer: B Diff: 2 Page Ref: 907 Skill: Factual Topic: The Continuing Quest for Social Reform 25) In the 1970s, roughly half of the Native American population lived A) in the South. B) in California. C) on reservations. D) in the Midwest. Answer: C Diff: 2 Page Ref: 907 Skill: Factual Topic: The Continuing Quest for Social Reform 26) How did Presidents Johnson and Kennedy respond to termination policy in the 1960s? A) They repudiated it. B) They advocated it. C) They steered a middle course. D) They ignored it. Answer: C Diff: 2 Page Ref: 908 Skill: Factual Topic: The Continuing Quest for Social Reform 27) All of the following statements describe the founding and operation of the American Indian Movement (AIM) EXCEPT: A) The organization was founded in Minneapolis in 1968 by Dennis Banks and George Mitchell, Chippewa Indians. B) It got federal funds to Indian-controlled organizations. C) It established patrols to protect drunken Indians from police. D) It promoted gun battles with police. Answer: D Diff: 2 Page Ref: 908-910 Skill: Factual Topic: The Continuing Quest for Social Reform

28) In 1973, AIM took over the South Dakota village of A) Wounded Knee. B) Alcatraz. C) Taos. D) Round Valley. Answer: A Diff: 2 Page Ref: 908 Skill: Factual Topic: The Continuing Quest for Social Reform 29) Like Latinos, Native Americans in the 1960s and 1970s A) experienced full equality in the United States. B) increasingly left the United States. C) experienced second-class status. D) failed to receive favorable legislation. Answer: C Diff: 2 Page Ref: 907 Skill: Factual Topic: The Continuing Quest for Social Reform 30) In 1968, Native American author N. Scott Momaday received a Pulitzer Prize for A) Little Big Man. B) Custer Died for Your Sins. C) Silent Spring. D) House Made of Dawn. Answer: D Diff: 2 Page Ref: 908 Skill: Factual Topic: The Continuing Quest for Social Reform 31) The American Indian Historical Society A) protested traditional textbook treatment of native people. B) launched armed assaults against Montana troops. C) declined in the 1970s. D) remained a minor periodical in native society. Answer: A Diff: 2 Page Ref: 908 Skill: Factual Topic: The Continuing Quest for Social Reform 32) Which of the following tribes won a landmark 1967 decision that repaid them for deceptive land deals by the federal government in 1823? A) Modoc B) Sioux C) Seminole D) Navajo Answer: C Diff: 2 Page Ref: 908 Skill: Factual Topic: The Continuing Quest for Social Reform 330 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

33) Which of the following scandals took place in Niagara Falls, New York, in 1969? A) Three Mile Island B) Chernobyl C) Love Canal D) Asbestos Answer: C Diff: 2 Page Ref: 911 Skill: Factual Topic: The Continuing Quest for Social Reform 34) The United States stopped authorizing new nuclear power plants in the year A) 1970. B) 1972. C) 1974. D) 1978. Answer: D Diff: 2 Page Ref: 911 Skill: Factual Topic: The Continuing Quest for Social Reform TRUE/FALSE 35) The Family Assistance Plan was a proposal to aid poor families through a work-incentive program. Answer: TRUE Diff: 2 Page Ref: 886 Skill: Interpretive Topic: The Decline of Liberalism 36) A major objective of the attorney general during the Nixon administration was the reshaping of the Supreme Court to make it more liberal. Answer: FALSE Diff: 2 Page Ref: 887-888 Skill: Interpretive Topic: The Decline of Liberalism 37) President Carter succeeded in making his political philosophies and policies clear and widely known. Answer: FALSE Diff: 2 Page Ref: 898 Skill: Interpretive Topic: Constitutional Conflict and Its Consequences 38) A follower of Betty Friedan would probably oppose the Equal Rights Amendment to the Constitution. Answer: FALSE Diff: 3 Page Ref: 901 Skill: Applied Topic: The Continuing Quest for Social Reform

39) The gay and lesbian movement became less radical and militant in the 1970s. Answer: FALSE Diff: 2 Page Ref: 910 Skill: Factual Topic: The Continuing Quest for Social Reform 40) A nightlong riot in 1969 at the Stonewall Inn in Greenwich Village in New York ignited the African American civil rights movement. Answer: FALSE Diff: 2 Page Ref: 910 Skill: Factual Topic: The Continuing Quest for Social Reform 41) In 1975, the U.S. Civil Service Commission lifted its ban on hiring homosexuals. Answer: TRUE Diff: 2 Page Ref: 910 Skill: Factual Topic: The Continuing Quest for Social Reform 42) By 1970, 53 percent of the American people thought that air and water pollution constituted a major national problem. Answer: TRUE Diff: 2 Page Ref: 910 Skill: Factual Topic: The Continuing Quest for Social Reform 43) In the 1970s the national consumer movement declined. Answer: FALSE Diff: 2 Page Ref: 911 Skill: Factual Topic: The Continuing Quest for Social Reform 44) The Endangered Species Act of 1973 attempted to protect animal species from extinction. Answer: TRUE Diff: 2 Page Ref: 912 Skill: Factual Topic: The Continuing Quest for Social Reform ESSAY 45) Discuss the policy of the Nixon administration toward the civil rights movement and discuss the major developments in civil rights during his administration. Answer: Nixon and his subordinates were generally unsympathetic to civil rights causes and expected little political support from black voters. They attempted to reduce appropriations for enforcement of laws designed to promote the interests of blacks, such as fair housing and voter rights. The major issue that developed during his administration was the controversy over busing to achieve integration of the schools. Nixon tended to encourage the white backlash to affirmative action programs. Diff: 2 Page Ref: 889-890 Skill: Interpretive Topic: The Decline of Liberalism 332 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

46) Evaluate the foreign policy of Richard Nixon and his success in achieving his foreign policy objectives. Answer: Nixon announced the Nixon Doctrine to try to deal with events in Vietnam. The United States would continue to support the war financially but would withdraw its troops. Henry Kissinger negotiated a ceasefire with North Vietnam but eventually the communists took over the South. Nixon was more successful in dealing with other communist countries, which he no longer viewed as monolithic. He established formal diplomatic relations with communist China and pursued a policy of détente with the Soviet Union to try to reduce world tensions. Diff: 3 Page Ref: 890-893 Skill: Interpretive Topic: The Decline of Liberalism 47) Discuss President Nixon’s characteristics as a political leader and evaluate his economic and social programs. Answer: Personally, Nixon lacked humor and grace, was remote, and was considered tricky by his opponents. He used the power of government to try to maintain economic stability and control inflation. While he accepted the basic social programs of the Democrats, he tried to systematize them. When the oil embargo disrupted the economy, he was unable to stabilize it. He did make some changes in social welfare programs. Diff: 2 Page Ref: 882-886 Skill: Interpretive Topic: The Decline of Liberalism 48) Discuss the Watergate incident and explain why you think the American public in general wanted the president removed from office. Answer: Republicans established the Committee to Re-elect the President and were determined by any means to obtain a Republican-controlled Congress. With enormous funds they engaged in criminal activities to try to undermine the Democratic campaign. After discovery, the president attempted to help cover up the criminal activity. As it became more apparent that Nixon was involved in the cover-up, the public reacted to what they considered a blatant abuse of governmental power that could undermine the American system and its traditions. Diff: 3 Page Ref: 893-896 Skill: Interpretive Topic: Constitutional Conflict and Its Consequences 49) Discuss President Ford’s role as a “caretaker” president and evaluate his overall success. Answer: Ford was unpretentious and declared he was “a Ford, not a Lincoln.” He initially restored faith in government but dashed it by pardoning Nixon. He opposed liberal advances, faced severe economic difficulties as inflation and unemployment increased, and clashed with a Democratic Congress that overrode his vetoes on bills. Diff: 2 Page Ref: 896-897 Skill: Interpretive Topic: Constitutional Conflict and Its Consequences

50) Discuss President Carter’s characteristics as a political leader and evaluate his economic and social programs. Answer: Carter was modest and restrained and hoped to apply these characteristics to the imperial presidency. He failed to communicate any overall philosophy and got mired in detail. He reduced spending by cutting social programs, but deficits continued. He began deregulation. He did not work well with the Congress and failed to develop an effective energy policy. Diff: 3 Page Ref: 897-899 Skill: Interpretive Topic: Constitutional Conflict and Its Consequences 51) Suppose you were an advocate of the women’s movement during the 1970s. What would be your major grievances and what groups and leaders might you support in pursuing your cause? Answer: Supporters of the feminist movement would probably resent what she or he considered sexual exploitation and discrimination in terms of economic opportunities and pay. They would probably admire such women as Betty Friedan, Helen Reddy, Gloria Steinem, and/or other militant authors. They probably would support the National Organization for Women and ratification of the Equal Rights Amendment, and they would probably sing some of Helen Reddy’s songs and read Steinem’s Ms. Magazine. Diff: 2 Page Ref: 900-903 Skill: Applied Topic: The Continuing Quest for Social Reform 52) As a reporter for your college newspaper, write a news story discussing the developments among Hispanic Americans toward achieving greater opportunities within American society from the 1960s to the 1980s. Answer: Recognizing the success blacks had had in changing their position in American society, Hispanic Americans began to organize to try to achieve greater economic and educational opportunities and greater social and political equality. Leaders such as Chavez, Tijerina, Gutierrez, and others took a militant position. Others worked for educational and community reform. Some advances were made, but discrimination continued. Diff: 3 Page Ref: 903, 906-907 Skill: Applied Topic: The Continuing Quest for Social Reform 53) Evaluate the effectiveness of Cesar Chavez in achieving his goals for Mexican Americans. Answer: Chavez was particularly interested in obtaining better working conditions and wages for Mexican American farm laborers through unionization and political activities. He skillfully organized farm laborers and consumer boycotts against companies who refused to negotiate with the union. In 1975, as a result of his efforts, the California legislature required growers to bargain collectively with the workers’ elected representatives. Diff: 2 Page Ref: 903, 906-907 Skill: Interpretive Topic: The Continuing Quest for Social Reform

54) If you had been a 20-year-old American Indian living in the 1960s and 1970s, what changes might you have observed in the conditions of your people during that time? Answer: Indians would have grown in number and militancy. There would have been more attempts to organize to preserve tribal traditions. A movement to reestablish Indian pride would have resulted in greater popularity among the general American population for Indian art and traditions. Some Indian groups and leaders, especially those in the American Indian Movement, would have demanded more consideration from the federal government with some success, but not without much confrontation and some violence. More emphasis would have been placed on higher education and business entrepreneurship. Diff: 2 Page Ref: 907-910 Skill: Applied Topic: The Continuing Quest for Social Reform 55) Suppose you were living during the 1960s and 1970s. How would your attitude toward environmental issues have changed between 1960 and 1970? What bills might you have urged your representative in Congress to support? Answer: Environmental issues came to concern as many as 50 percent of Americans by 1970. They began to worry about pollutants, oil spills, and nuclear accidents. During Nixon’s administration, Congress passed the Clean Air Act, Water Quality improvement Act, the Resource Recovery Act, and created the Environmental Protection Agency. Diff: 2 Page Ref: 910-912 Skill: Interpretive Topic: The Continuing Quest for Social Reform IDENTIFICATION 56) As chief justice of the Supreme Court, President Nixon chose ________. Answer: Warren Burger Diff: 2 Page Ref: 887 Skill: Factual Topic: The Decline of Liberalism 57) The head of the Committee to Re-elect the President was former Attorney General ________. Answer: John Mitchell Diff: 2 Page Ref: 894 Skill: Factual Topic: Constitutional Conflict and Its Consequences 58) The House Judiciary Committee voted to impeach Richard Nixon as a consequence of the ________. Answer: Watergate affair Diff: 3 Page Ref: 895 Skill: Factual Topic: Constitutional Conflict and Its Consequences 59) Carter upset liberals in many areas, including the beginning of ________, or removal of governmental controls in economic life. Answer: deregulation Diff: 3 Page Ref: 898 Skill: Factual Topic: Constitutional Conflict and Its Consequences 335 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

60) José Angel Gutierrez established the ________ political party in the early 1970s. Answer: La Raza Unida Diff: 2 Page Ref: 906 Skill: Factual Topic: The Continuing Quest for Social Reform

The American People, Concise, 7e (Nash) Chapter 28 Conservatism and a Shift in Course 1980-2010 MULTIPLE CHOICE 1) Marlene Garrett’s story reveals in part A) the economic struggles of immigrants in the United States in the last quarter century. B) the challenges of Reagan-era elites during the 1980s. C) cultural issues associated with the rights of unwed mothers. D) the U.S. prison system. Answer: A Diff: 2 Page Ref: 915-916 Skill: Interpretive Topic: American Stories 2) The conservative coalition of the 1980s sought to A) scale back the welfare state. B) increase regulation of the banking industry. C) expand the interstate highway system. D) reform the election process. Answer: A Diff: 2 Page Ref: 922 Skill: Interpretive Topic: New Politics in a Conservative Age 3) The nation’s problems, according to conservatives, included A) too little government control of the economy. B) excessive individualism. C) out-of-control entitlements. D) insufficient funding of social programs. Answer: C Diff: 2 Page Ref: 917 Skill: Interpretive Topic: New Politics in a Conservative Age 4) Members of the Moral Majority were A) in favor of legalization of some narcotics. B) interested in shaping American politics. C) followers of Reverend Moon. D) often corrupt. Answer: D Diff: 2 Page Ref: 917 Skill: Interpretive Topic: New Politics in a Conservative Age

5) As a result of Ronald Reagan’s election to the presidency in 1980, A) an inexperienced politician came into the White House. B) the Democrats lost their majority in the House of Representatives. C) New Deal liberalism gained a supporter in the White House. D) the Republicans gained control of the Senate. Answer: D Diff: 2 Page Ref: 918 Skill: Interpretive Topic: New Politics in a Conservative Age 6) As president, Reagan suffered from charges of A) projecting a poor image on television. B) “sleaze” in his administration. C) lying about the invasion of Grenada. D) ostentatious living. Answer: B Diff: 2 Page Ref: 919 Skill: Interpretive Topic: New Politics in a Conservative Age 7) In the 1988 presidential race, George H.W. Bush A) magnanimously praised the governor of Massachusetts for improving his state’s economy. B) refused to engage in mudslinging. C) accused Michael Dukakis of communist affiliations. D) ran a mudslinging campaign. Answer: D Diff: 2 Page Ref: 919 Skill: Interpretive Topic: New Politics in a Conservative Age 8) One effect of the Persian Gulf War was that it A) caused serious shortages in the United States. B) brought Israel and the Palestinians together against a common enemy. C) completely destroyed the power base of Saddam Hussein. D) increased the popularity of President G.H.W. Bush. Answer: D Diff: 2 Page Ref: 919 Skill: Interpretive Topic: New Politics in a Conservative Age 9) According to supplyside economic theory, A) the national debt should be continued indefinitely. B) reduction of taxes will encourage business expansion, which will ultimately stimulate the whole economic system. C) conservation of natural resources is the key to long-term economic health. D) the nation’s most important resource is its people. Answer: B Diff: 3 Page Ref: 920 Skill: Interpretive Topic: New Politics in a Conservative Age

10) The administration of Ronald Reagan was characterized by A) increasing hostility between the United States and the Soviet Union. B) a reduction in federal taxation. C) high ethical and moral standards among his appointees to federal office. D) a decline in military spending. Answer: B Diff: 2 Page Ref: 920 Skill: Interpretive Topic: New Politics in a Conservative Age 11) The tax cuts of the 1980s A) helped many poor families join the middle class. B) favored the middle class more than the rich. C) were accompanied by increased regulation of the insurance industry. D) benefited the wealthy far more than middle- or lower-income Americans. Answer: D Diff: 3 Page Ref: 920 Skill: Interpretive Topic: New Politics in a Conservative Age 12) One of the chief goals of the Reagan administration was to A) reduce tensions with the Soviet Union. B) aggressively defend minority rights. C) increase aid to the poor. D) curtail social programs. Answer: D Diff: 3 Page Ref: 921 Skill: Interpretive Topic: New Politics in a Conservative Age 13) Under President Reagan, the budget for military expenditures A) had to be reduced because of tax cuts. B) remained at the 1979 level. C) increased immensely while spending for social programs decreased. D) made tax reduction impossible. Answer: C Diff: 2 Page Ref: 921 Skill: Interpretive Topic: New Politics in a Conservative Age 14) During the 1980s the gap between the wealthiest and poorest segments of American society A) reflected the different natural abilities of individuals. B) narrowed because of tax policies. C) increased greatly. D) was a matter of great concern to the administration. Answer: C Diff: 2 Page Ref: 922 Skill: Interpretive Topic: New Politics in a Conservative Age

15) The United States slipped from its position as the world’s industrial leader mainly because of A) shrinking markets abroad. B) failure to train workers adequately. C) failure to invest sufficiently in its productive capacity. D) overconcentration on electronic industries. Answer: C Diff: 3 Page Ref: 933-934 Skill: Interpretive Topic: Economic and Demographic Change 16) During the 1980s, the trade union movement in the United States A) found strong support from Ronald Reagan. B) became more radical. C) had little success among public employees. D) declined in membership. Answer: D Diff: 2 Page Ref: 933 Skill: Interpretive Topic: Economic and Demographic Change 17) After the mid-1970s, American farms A) were caught in a cycle of overproduction, heavy indebtedness, and falling prices. B) were primarily family operations. C) were barely productive. D) did not suffer economically with the rest of the nation. Answer: A Diff: 3 Page Ref: 933 Skill: Interpretive Topic: Economic and Demographic Change 18) The economic recession that confronted the American people from 1980 to 1982 A) affected only the Sun Belt states. B) affected only the upper classes. C) affected all classes equally. D) led to unemployment rates for African Americans that exceeded 25 percent. Answer: D Diff: 3 Page Ref: 935 Skill: Interpretive Topic: Economic and Demographic Change 19) Which of the following Asian nations sent immigrants to the United States in the late twentieth century? A) India B) China C) Korea D) All of the above. Answer: D Diff: 2 Page Ref: 931 Skill: Factual Topic: Economic and Demographic Change

20) In the 1980s, 37 percent of all immigrants came from A) Latin America. B) Africa. C) the Middle East. D) Asia. Answer: D Diff: 2 Page Ref: 931 Skill: Interpretive Topic: An End to Social Reform 21) Ada Deer, a Native American woman, served as Secretary of the A) Army. B) Navy. C) Interior. D) Treasury. Answer: C Diff: 2 Page Ref: 930 Skill: Factual Topic: An End to Social Reform 22) In 1988, Lauro Cavazos became the first A) Latino Cabinet official. B) Latino on the Supreme Court. C) Latino head of a major university. D) Latino head of the armed forces. Answer: A Diff: 2 Page Ref: 929 Skill: Factual Topic: An End to Social Reform 23) All of the following statements are accurate regarding the career of Jesse Jackson in the 1980s EXCEPT: A) He established the Rainbow Coalition in 1984 and ran for the presidency. B) He lost the bid for the Democratic nomination for president. C) In 1988 Jackson once again attempted to become the nominee, but failed. D) Jackson was not allowed to speak at Democratic party conventions during the decade. Answer: D Diff: 2 Page Ref: 927 Skill: Interpretive Topic: An End to Social Reform 24) What city experienced a major riot in 1992? A) Chicago. B) Detroit. C) San Francisco. D) Los Angeles Answer: D Diff: 2 Page Ref: 928 Skill: Interpretive Topic: An End to Social Reform

25) What problems did women face in the 1980s? A) They were subjected to sexual harassment. B) They earned less income than men for the same job. C) They remained concentrated in lower-paying jobs. D) All of the above. Answer: C Diff: 2 Page Ref: 928 Skill: Interpretive Topic: An End to Social Reform 26) Asian workers in Chinatowns in the United States A) included very few women. B) comprised a large proportion of the garment industry. C) rarely remained in the country longer than a few months. D) received high paying jobs. Answer: D Diff: 2 Page Ref: 931 Skill: Interpretive Topic: An End to Social Reform 27) In 1992, President G.H.W. Bush refused to send a delegation to which of the following UN-sponsored conferences in Rio de Janeiro, Brazil? A) Kyoto Peace Conference B) Earth Summit C) Space Race D) Nuclear Arms Reduction Answer: B Diff: 2 Page Ref: 932 Skill: Interpretive Topic: An End to Social Reform TRUE/FALSE 28) The Moral Majority contributed funds to politicians who supported prayer in public schools and limitation of abortion rights. Answer: TRUE Diff: 2 Page Ref: 917 Skill: Interpretive Topic: An End to Social Reform 29) During the presidential campaign of 1988, George H. W. Bush carefully avoided personal attacks on his opponent. Answer: FALSE Diff: 3 Page Ref: 919 Skill: Interpretive Topic: New Politics in a Conservative Age

30) Republican policies in the 1980s supported the civil rights movement. Answer: FALSE Diff: 2 Page Ref: 927 Skill: Interpretive Topic: An End to Social Reform 31) The Republican Party attacked the liberal welfare state during the Reagan administration. Answer: TRUE Diff: 2 Page Ref: 927 Skill: Interpretive Topic: An End to Social Reform 32) Despite gains made in the 1990s, Native Americans remained the poorest group in the nation. Answer: TRUE Diff: 2 Page Ref: 930 Skill: Interpretive Topic: An End to Social Reform 33) Environmentalists were encouraged by the progressive environmental policies of Reagan and the first Bush presidencies. Answer: FALSE Diff: 2 Page Ref: 932 Skill: Interpretive Topic: An End to Social Reform 34) In 1985, full-time working women still earned only 59 cents for every dollar earned by men. Answer: TRUE Diff: 2 Page Ref: 928 Skill: Interpretive Topic: An End to Social Reform ESSAY 35) During the Reagan-Bush era, the administration pursued a conservative agenda. Discuss its main social, political, and economic features. Answer: The agenda of the Reagan and George H.W. Bush administrations was to limit the size of government, reduce taxes, lessen government regulation of industry, and curtail social programs. They also encouraged religious fundamentalism, opposed equal rights and abortion rights for women, and disapproved of homosexual lifestyles. The Reagan-Bush years saw large increases in military spending, cuts in social programs, and a spiraling national debt. Diff: 2 Page Ref: 917-927 Skill: Interpretive Topic: New Politics in a Conservative Age

36) Suppose you were a social reformer during the Reagan and G.H.W. Bush administrations. Explain the situation as you saw it. Answer: Reformers faced not only an attack on the welfare state but an effort to limit government roles in social reform. In civil rights, the courts weakened commitments. A backlash against affirmative action grew. Women’s rights underwent a similar experience. Latinos made political gains but still suffered in educational progress and the job market. Native Americans concentrated on self-sufficiency but still remained the poorest group overall. Environmental public policy was restricted under Reagan-Bush, but found little support. Diff: 2 Page Ref: 927-932 Skill: Applied Topic: An End to Social Reform 37) Discuss the issues of the post-industrial economy and include examples of their effects on the public. Answer: As workplaces mechanized and service industries grew, Americans faced downsizing and new jobs with less pay and benefits. Work time increased and leisure time decreased. Workers encountered more stress. Women workers coped with a double load with work and home. Boom and bust cycles kept the situation unsettled. Unions were less able to protect workers and lost membership. Farmers coped with over productivity, falling prices, and foreclosures. Even upswings failed to change the fundamental economic stability. Diff: 3 Page Ref: 932-938, 940 Skill: Interpretive Topic: Economic and Demographic Change 38) Discuss the changes that took place in U.S.-Soviet relations during the Reagan-Bush years. Answer: Reagan began his first term by pursuing a Cold War policy toward the Soviet Union. He proposed the Strategic Defense Initiative. In his second term he developed a working relationship with Soviet leader Mikhail Gorbachev. Through summit meetings they agreed to reduce nuclear arsenals in Europe. Bush continued the policy of arms reduction. The START agreement (1991) reduced the number of long-range missiles on both sides. Following the dissolution of the Soviet Union, President Bush and Russia’s Yeltsin in 1992 formally declared the Cold War over. Diff: 2 Page Ref: 940-943 Skill: Interpretive Topic: Foreign Policy and the End of the Cold War 39) Discuss the unsettling Middle Eastern events that the first Bush administration confronted. Answer: In August 1990 Iraq invaded Kuwait. Early in 1991 a 28-nation alliance led by Bush struck back at Iraq, driving the Iraqis out of Kuwait. The allies declared victory, but Saddam Hussein remained in power and used his forces against minorities. Diff: 2 Page Ref: 944-945 Skill: Interpretive Topic: Foreign Policy and the End of the Cold War

40) The Reagan and Bush administrations intervened on a number of occasions in Latin America. Where and why did they intervene? How would you evaluate their actions? Answer: In Nicaragua Reagan opposed the Sandinistas, who overthrew the repressive Somoza government in 1979. Reagan’s National Security Council secretly sold arms to Iran and used the funds to aid the Nicaraguan contras. In El Salvador, Reagan funneled billions of dollars to the antirevolutionary government. Reagan sent marines to overthrow a leftist government on the island of Grenada. Bush sent U.S. troops into Panama. For years, U.S. policy was driven by Cold War ideology. Diff: 2 Page Ref: 946-948 Skill: Applied Topic: Foreign Policy and the End of the Cold War 41) What was the American response to African struggles against apartheid in South Africa during the Reagan and Bush years? Answer: Many Americans supported the struggle against apartheid. In 1986, Congress applied sanctions, which included a prohibition of new American investments in South Africa. Many American firms left South Africa. Such economic pressure helped persuade South Africa’s new Prime Minister, Frederik W. De Klerk, that changes must be made. Nelson Mandela, a long-time leader of the fight against apartheid, was released from prison after 27 years. Mandela became president. Diff: 2 Page Ref: 945 Skill: Interpretive Topic: Foreign Policy and the End of the Cold War 42) Conservative politics enjoyed a revival during the 1980s and 1990s. Identify conservative goals and assess the impact conservative policies had on U.S. society. Answer: Reagan and Bush reversed liberal policies, creating a less regulated economy and working to dismantle the welfare state. Conservative policies, however, did not threaten programs such as Social Security and Medicare, which continued to enjoy public support. The transformation in policies and economic changes during these years did not benefit all Americans; both working-class Americans and white-collar workers faced hardships. Diff: 2 Page Ref: 917-922 Skill: Interpretive Topic: New Politics in a Conservative Age IDENTIFICATION 43) The Democratic presidential candidate in the election of 1984 was ________. Answer: Walter Mondale Diff: 2 Page Ref: 918 Skill: Factual Topic: New Politics in a Conservative Age 44) In 1981, President Reagan appointed ________ as the first woman Supreme Court justice. Answer: Sandra Day O’Connor Diff: 2 Page Ref: 928 Skill: Factual Topic: New Politics in a Conservative Age

45) Latinos slowly extended their political gains as ________ became mayor of San Antonio. Answer: Henry Cisneros Diff: 3 Page Ref: 929 Skill: Factual Topic: An End to Social Reform 46) While many Native Americans remained poor, the ________ of Mississippi successfully gained tribal self-sufficiency. Answer: Choctaw Diff: 3 Page Ref: 930 Skill: Factual Topic: An End to Social Reform 47) President Reagan, under great pressure, extended the 1965 ________ Act. Answer: Voting Rights Diff: 2 Page Ref: 927 Skill: Factual Topic: An End to Social Reform 48) President Reagan, in an attempt to scuttle civil rights, launched an assault on the ________ Commission. Answer: Civil Rights Diff: 2 Page Ref: 927 Skill: Factual Topic: An End to Social Reform 49) The beating of motorist ________ by the police in 1991 underscored the racial tensions in the United States during the 1990s. Answer: Rodney King Diff: 2 Page Ref: 927 Skill: Interpretive Topic: An End to Social Reform 50) In 1984, ________ became the first woman to be nominated by a major party as a vice presidential candidate. Answer: Geraldine Ferraro Diff: 2 Page Ref: 928 Skill: Factual Topic: An End to Social Reform 51) On September 11, 2001, ________ hijacked airplanes slammed into the World Trade Center and Pentagon. Answer: three Diff: 2 Page Ref: 948 Skill: Factual Topic: Foreign Policy and the End of the Cold War

52) Approximately _________ people perished in the New York City and Pentagon terrorist attacks on September 11, 2001. Answer: 3,000 Diff: 2 Page Ref: 948 Skill: Factual Topic: Foreign Policy and the End of the Cold War 53) The leader of the al Qaeda terrorist network__________ masterminded the September 11, 2001 terrorist attacks on the United States. Answer: Osama bin Laden Diff: 2 Page Ref: 948 Skill: Factual Topic: Foreign Policy and the End of the Cold War 54) In early 2002, President __________ made his famous “axis of evil” speech, which inflamed American relations with the Muslim world. Answer: George W. Bush Diff: 2 Page Ref: 949 Skill: Factual Topic: Foreign Policy and the End of the Cold War 55) The war against _______________did not receive United Nations support when it began in 2003. Answer: Iraq Diff: 2 Page Ref: 949 Skill: Factual Topic: Foreign Policy and the End of the Cold War 56) By early 2008, the American death toll in Iraq had surpassed __________ people. Answer: 4,000 Diff: 2 Page Ref: 949 Skill: Factual Topic: Foreign Policy and the End of the Cold War 57) In 2008, the nation elected____________, the first black president of the United States. Answer: Barak Obama Diff: 2 Page Ref: 923 Skill: Factual Topic: New Politics in a Conservative Age 58) In 1994, Republicans in Congress introduced the ________to scale back the role of the federal government. Answer: Contract with America Diff: 2 Page Ref: 923 Skill: Factual Topic: New Politics in a Conservative Age 59) The presidential election of ___________was decided by the U.S. Supreme Court. Answer: 2000 Diff: 2 Page Ref: 925 Skill: Factual Topic: New Politics in a Conservative Age 347 Copyright © 2011 Pearson Education, Inc., Upper Saddle River, NJ 07458. All rights reserved.

60) In 1996, President Bill Clinton defeated __________, the Senate minority leader. Answer: Robert Dole Diff: 2 Page Ref: 924 Skill: Factual Topic: New Politics in a Conservative Age 61) In 2004, George W. Bush defeated ___________, a Vietnam War hero and senator from Massachusetts. Answer: John Kerry Diff: 2 Page Ref: 925 Skill: Factual Topic: New Politics in a Conservative Age 62) The 2006 Congressional elections witnessed many Americans disturbed by the _____in Iraq. Answer: violence Diff: 2 Page Ref: 926 Skill: Factual Topic: New Politics in a Conservative Age 63) By mid-2006, the approval rating of President George W. Bush had sank to ________ percent. Answer: 30 Diff: 2 Page Ref: 926 Skill: Factual Topic: New Politics in a Conservative Age 64) In 2005, a devastating ___________ struck New Orleans and the Gulf Coast. Answer: hurricane Diff: 2 Page Ref: 926 Skill: Factual Topic: New Politics in a Conservative Age 65) In November 1993, President Bill Clinton signed the __________, linking the economies of Canada, Mexico, and the United States. Answer: North American Free Trade Agreement Diff: 2 Page Ref: 921 Skill: Factual Topic: New Politics in a Conservative Age 66 Despite Clinton’s presidential victory of 1996, the Republicans remained in control of ________. Answer: Congress Diff: 2 Page Ref: 922 Skill: Factual Topic: New Politics in a Conservative Age 67) Ross Perot captured __________ percent of the popular vote in the 1996 presidential election. Answer: eight Diff: 2 Page Ref: 922 Skill: Factual Topic: New Politics in a Conservative Age

68) President Clinton failed to enact _________reform during his time in office. Answer: health care Diff: 2 Page Ref: 921 Skill: Factual Topic: New Politics in a Conservative Age 69) While in office, President Clinton secured passage of a ___________ that curtailed the production and ownership of assault weapons. Answer: crime bill Diff: 2 Page Ref: 921 Skill: Factual Topic: New Politics in a Conservative Age