1. The role of women has changed considerably since colonial times. Similarly, educational opportunities for women
have changed. What was the role of women during the colonial period? What were the educational opportunities for
women at that time? What have been some of the influences since that time on changes in the role of women and in
educational opportunities for women?
ANSWER: Women in colonial times were expected to be wives and mothers. With few other
career choices, educational opportunities beyond town schools were limited. Answers
should discuss the types of schooling available to women at that time. The influences
for change have been incremental. The creation of normal schools and publicly
supported high schools were significant events in opening up career options for women.
Answers could include a number of other influences, such as legislation (for example,
Title IX of the 1972 Education Amendments Act).
DIFFICULTY: Difficult
REFERENCES: 5-1 The Colonial Period
5-2 The Early National Period
5-3 The Movement Toward Public Schooling
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
FOED.ORNS.17.05.02 – Assess how the ideas of Benjamin Franklin, Thomas
Jefferson, Benjamin Rush, and Noah Webster shaped American education in the early
national period and their relevancy for contemporary education.
FOED.ORNS.17.05.03 – Clarify the ways in which the common school had an impact
on the movement toward public education and teacher education.
KEYWORDS: Bloom’s: Analyzing
2. The involvement of the federal government in education has gradually increased since the colonial period. This
influence can be seen in the judicial, legislative, and executive branches of the federal government. Identify and
analyze key events and influences on education from these three branches of the federal government.
ANSWER: A number of examples could be given in the answers. The U.S. Supreme Court ruling
in Lau v. Nichols is a prime example of federal judicial influence. Legislative influence
can be illustrated by the Morrill Act, the G.I. Bill, and many other laws. Executive
influence can be illustrated by the Department of Education.
DIFFICULTY: Difficulty
KEYWORDS: Bloom’s: Analyzing
3. Schools in New England were designed to contribute to a person’s
a. ability to think critically.
b. economic productivity.
c. interest in becoming a community leader.
d. knowledge about history.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 5-1a New England Colonies
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
KEYWORDS: Bloom’s: Remembering
4. Matthew is the twelve-year-old son of a successful businessman in colonial New England. Which of the following
schools is he most likely to attend?
a. dame school b. Franklin Academy
c. town school d. Latin grammar school
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 5-1 The Colonial Period
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
KEYWORDS: Bloom’s: Remembering
5. Because of their acceptance of the child depravity theory, colonial teachers
a. used firm, harsh discipline.
b. developed inquiring minds.
c. focused on economic issues.
d. engaged in developmentally appropriate learning.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 5-1a New England Colonies
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
KEYWORDS: Bloom’s: Understanding
6. The“OldDeluderSatan”Actwasimportantbecauseit
a. required towns to appoint a reading and writing teacher.
b. outlawed the teaching of religion in the schools.
c. required professional training for teachers.
d. introduced taxation for citizens.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 5-1a New England Colonies
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
KEYWORDS: Bloom’s: Remembering
7. In colonial times, the town school was
a. criticized by the church. b. designed to teach vocational skills.
c. locally controlled. d. a form of higher education.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 5-1a New England Colonies
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
KEYWORDS: Bloom’s: Remembering
8. The ___________ recreated the socioeconomic class-based dual track school systems.
a. French b. Canadians
c. colonists d. Puritans
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 5-1 The Colonial Period
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
KEYWORDS: Bloom’s: Remembering
9. Large southern plantations affected schooling for blacks and poor whites by
a. having agriculture as part of the curriculum.
b. limiting the locations of schools.
c. limiting the number of school days available.
d. limiting opportunities for their education.
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 5-1b Middle Atlantic Colonies
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
KEYWORDS: Bloom’s: Remembering
10. Which group tended to have the greatest access to educational opportunities in colonial America?
a. children of enslaved Africans
b. sons of rural southerners
c. daughters of Pennsylvania Quakers
d. sons of the upper class in New England
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 5-1a New England Colonies
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
KEYWORDS: Bloom’s: Remembering
11. The Northwest Ordinance of 1785 required townships to
a. assist schools through the use of taxes.
b. designate land for the purpose of education.
c. hire professionally trained teachers.
d. teach agriculture in the schools.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 5-2a Articles of Confederation and the Constitution
LEARNING OBJECTIVES: FOED.ORNS.17.05.02 – Assess how the ideas of Benjamin Franklin, Thomas
Jefferson, Benjamin Rush, and Noah Webster shaped American education in the early
national period and their relevancy for contemporary education.
KEYWORDS: Bloom’s: Remembering
12. When Thomas Jefferson tried to establish public education in Virginia, his primary purpose was to
a. promote a knowledgeable citizenry.
b. provide education for all children.
c. require schools to teach general education and vocational skills.
d. require professional training for teachers.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 5-2c Jefferson: Education for Citizenship
LEARNING OBJECTIVES: FOED.ORNS.17.05.02 – Assess how the ideas of Benjamin Franklin, Thomas
Jefferson, Benjamin Rush, and Noah Webster shaped American education in the early
national period and their relevancy for contemporary education.
KEYWORDS: Bloom’s: Remembering
13. Thomas Jefferson’s Bill for the More General Diffusion of Knowledge is an important benchmark in the history of
public education because it
a. was the first legislative attempt by a state to take over schools and use them for social, political, and economic
purposes.
b. represents the first time a national leader took the initiative to create a national system of public education.
c. marked a transition in the broad purpose of schooling from religious instruction, as had existed in the colonial
period, to public schools based on the needs of a democratic society.
d. challenged the ability of the federal government to intervene in the affairs of public schools.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 5-2c Jefferson: Education for Citizenship
LEARNING OBJECTIVES: FOED.ORNS.17.05.02 – Assess how the ideas of Benjamin Franklin, Thomas
Jefferson, Benjamin Rush, and Noah Webster shaped American education in the early
national period and their relevancy for contemporary education.
KEYWORDS: Bloom’s: Remembering
14. The hornbook was primary designed for children to memorize _____________________.
a. the alphabet b. syllables
c. words and sentences d. all of the above
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 5-1a New England Colonies
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
KEYWORDS: Bloom’s: Remembering
15. The educational efforts of people such as Thomas Jefferson, Benjamin Franklin, and Noah Webster most directly
culminated in which of the following?
a. the development of the common school by leaders such as Horace Mann during the nineteenth century
b. the creation of normal schools for the preparation of teachers
c. the establishment of the idea that all students should receive both elementary and secondary education
d. the belief that public education in the United States was clearly superior to education in private schools
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 5-3a The Common School
LEARNING OBJECTIVES: FOED.ORNS.17.05.03 – Clarify the ways in which the common school had an impact
on the movement toward public education and teacher education.
KEYWORDS: Bloom’s: Understanding
16. The elementary school that was open to the children of all social and economic classes was the
a. common school. b. Latin grammar school.
c. normal school. d. town school.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 5-3a The Common School
LEARNING OBJECTIVES: FOED.ORNS.17.05.03 – Clarify the ways in which the common school had an impact
on the movement toward public education and teacher education.
KEYWORDS: Bloom’s: Remembering
17. NewYork’seducationalsystemfounditsrootsintheReformedChurchofthe__________colonists.
a. Irish b. English
c. Swedish d. Dutch
ANSWER: d
DIFFICULTY: Easy
REFERENCES: 5-1b Middle Atlantic Colonies
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
KEYWORDS: Bloom’s: Remembering
18. Which of the following pre-1800 ideas about education in America was most prominent in the educational reforms
that accompanied the common school?
a. Public education could provide religious instruction without violating the social and democratic purposes of
public schools.
b. Citizens at the local level should have most of the authority in the affairs of public schools.
c. It was essential that those who controlled education be those best educated in the affairs of education.
d. The most important task for public education was to ensure creation of the elite leadership that would make
democratic government work.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 5-3a The Common School
LEARNING OBJECTIVES: FOED.ORNS.17.05.03 – Clarify the ways in which the common school had an impact
on the movement toward public education and teacher education.
KEYWORDS: Bloom’s: Remembering
19. Normal schools were important for women because they
a. included content related to domestic skills.
b. offered courses at convenient times.
c. provided opportunities for higher education.
d. were staffed by women.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 5-3c Normal Schools and Women’s Education
LEARNING OBJECTIVES: FOED.ORNS.17.05.03 – Clarify the ways in which the common school had an impact
on the movement toward public education and teacher education.
KEYWORDS: Bloom’s: Remembering
20. The change that opened the door to the high-school movement was
a. improved professional training for secondary teachers.
b. court rulings enabling tax support for public schools.
c. mandates by the state department of education on the curriculum.
d. the increased need for schooling due to westward expansion.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 5-4b The High School
LEARNING OBJECTIVES: FOED.ORNS.17.05.04Explainhowthehighschool’sriseasthemajorinstitutionfor
secondary education completed the american educational ladder.
KEYWORDS: Bloom’s: Remembering
21. The Committee of Ten recommended that high-school programs emphasize
a. classical literature. b. college preparation.
c. mathematics and science. d. vocational education.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 5-4b The High School
LEARNING OBJECTIVES: FOED.ORNS.17.05.04Explainhowthehighschool’sriseasthemajorinstitutionfor
secondary education completed the american educational ladder.
KEYWORDS: Bloom’s: Remembering
22. The Cardinal Principles of Secondary Education report was significant for high schools because it represented a shift
from
a. college preparation to a comprehensive orientation.
b. federal control to local control.
c. noncertified to fully certified teachers.
d. private to public funding for schools.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 5-4b The High School
LEARNING OBJECTIVES: FOED.ORNS.17.05.04Explainhowthehighschool’sriseasthemajorinstitutionfor
secondary education completed the american educational ladder.
KEYWORDS: Bloom’s: Remembering
23. Junior high schools emerged as a result of
a. pressure from parents and community leaders.
b. recommendations from the National Education Association.
c. the desire for a transitional institution between elementary school and high school.
d. the influence of child psychologists.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 5-4c Secondary-School Organization
LEARNING OBJECTIVES: FOED.ORNS.17.05.04Explainhowthehighschool’sriseasthemajorinstitutionfor
secondary education completed the american educational ladder.
KEYWORDS: Bloom’s: Remembering
24. The middle school was designed to
a. address concerns of parents about personal safety in high school.
b. create more opportunities for career education.
c. permit a gradual transition from childhood to adolescence.
d. shift large enrollments out of overcrowded junior high schools.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 5-4c Secondary-School Organization
LEARNING OBJECTIVES: FOED.ORNS.17.05.04Explainhowthehighschool’sriseasthemajorinstitutionfor
secondary education completed the american educational ladder.
KEYWORDS: Bloom’s: Remembering
25. The G.I. Bill of 1944
a. aided expansion of the military academies.
b. resulted in increased funding for schools with large enrollments of African American students.
c. provided federal funds for veterans to subsidize their education.
d. represents the first time the federal government assisted higher education.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 5-5 The American College and University
LEARNING OBJECTIVES: FOED.ORNS.17.05.05 – Indicate how political, religious, social and economic
developments shaped the American college and university.
KEYWORDS: Bloom’s: Remembering
26. The Freedmen’s Bureau intended to
a. eliminate limitations on travel after the Civil War.
b. help former slaves adjust to freedom.
c. provide free legal assistance for businesses.
d. promote teacher training.
ANSWER: b
DIFFICULTY: Easy
REFERENCES: 5-6b African Americans
LEARNING OBJECTIVES: FOED.ORNS.17.05.06 – Assess the policies public schools used to educate a racially,
ethnically, and linguistically diverse population of students.
KEYWORDS: Bloom’s: Remembering
27. Which of the following terms is closest in meaning to the intended outcomes of the late-nineteenth-century
“Americanization”approachtoeducatingimmigrants?
a. assimilation b. pluralism
c. multiculturalism d. separation
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 5-6a European Immigration
LEARNING OBJECTIVES: FOED.ORNS.17.05.06 – Assess the policies public schools used to educate a racially,
ethnically, and linguistically diverse population of students.
KEYWORDS: Bloom’s: Remembering
28. The educational policy of the National Association for the Advancement of Colored People has historically stated
that
a. all children should have equal educational opportunities.
b. community members should participate in educational policy making.
c. minority children need minority teachers.
d. the school curriculum should include issues related to ethnicity.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 5-6b African Americans
LEARNING OBJECTIVES: FOED.ORNS.17.05.06 – Assess the policies public schools used to educate a racially,
ethnically, and linguistically diverse population of students.
KEYWORDS: Bloom’s: Remembering
29. In the late nineteenth century, the federal government provided education for Native Americans with the purpose of
a. assimilating Native Americans into the white society.
b. encouraging higher employment for Native Americans.
c. promoting religious values.
d. preserving Native American traditions.
ANSWER: a
DIFFICULTY: Easy
REFERENCES: 5-6c Native Americans
LEARNING OBJECTIVES: FOED.ORNS.17.05.06 – Assess the policies public schools used to educate a racially,
ethnically, and linguistically diverse population of students.
KEYWORDS: Bloom’s: Remembering
30. Events in the United States during the twentieth century such as the G.I. Bill, Title IX, and educating students with
disabilities tended to highlight most directly
a. the increasing lack of interest by the American public in the role of public schools in society.
b. acontinuedemphasisontheroleofeducationinpromotingasenseofnationalismandcreatingan“American”
culture.
c. the increasing influence of the national government in the affairs of public education.
d. the increasing lack of direction leading to the decay of public education in this country.
ANSWER: c
DIFFICULTY: Easy
REFERENCES: 5-5 The American College and University
LEARNING OBJECTIVES: FOED.ORNS.17.05.05 – Indicate how political, religious, social and economic
developments shaped the American college and university.
KEYWORDS: Bloom’s: Remembering
31. Identify and discuss who was advantaged and who was disadvantaged by the educational opportunities provided by
the dual-track system of schools in the colonial period.
ANSWER: Town schools educated both boys and girls from age 6 to age 13 or 14 as a form of
elementary education. Secondary and higher education were reserved for boys. The
Latin grammar school was the secondary school for boys. Therefore, boys had more
educational opportunities and advantages; girls had drastically fewer opportunities.
Those from the lower classes were also denied access to education beyond the town
school.
DIFFICULTY: Difficult
REFERENCES: 5-1 The Colonial Period
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
KEYWORDS: Bloom’s: Analyzing
32. In what ways were the Middle Atlantic colonies religiously and culturally diverse, and how did this diversity affect
the types of schools being established?
ANSWER: Answers should include examples of diversity present at the time (such as the different
national origins, religions, and cultural values in the various colonies). Because of the
divergent ideas, there was no single system of schools. Schools that were predecessors
of today’s parochial and independent schools were common.
DIFFICULTY: Difficult
REFERENCES: 5-1b Middle Atlantic Colonies
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
KEYWORDS: Bloom’s: Analyzing
33. Describethedifferencesofthesoutherncolonies’educationalpatternscomparedtotheNewEnglandandMid
Atlantic colonies.
ANSWER: The southern colonies were much more dispersed in their population and the politics of
slaveryprovidedtheadvantagesforeducationtothewealthywhiteplantationowner’s
children.
DIFFICULTY: Medium
REFERENCES: 5-1b Middle Atlantic Colonies
LEARNING OBJECTIVES: FOED.ORNS.17.05.01 – Describe how European ideas about culture, education, and
schools shaped education in North America during the colonial period and how these
ideas are relevant for contemporary education.
KEYWORDS: Bloom’s: Understanding
34. How did Noah Webster reason that American cultural identity and unity could be developed through the use of
language?
ANSWER: He reasoned that nationality was based on and reflected the unique intellectual identity
of a nation’s citizens. He believed in a uniquely American language that would serve as
the linguistic mortar of national union and advocated its use in the nation’s schools.
DIFFICULTY: Easy
REFERENCES: 5-2e Webster: Schoolmaster of the Republic
LEARNING OBJECTIVES: FOED.ORNS.17.05.02 – Assess how the ideas of Benjamin Franklin, Thomas
Jefferson, Benjamin Rush, and Noah Webster shaped American education in the early
national period and their relevancy for contemporary education.
KEYWORDS: Bloom’s: Understanding
35. Give one clear example of how the history of American education reflected the problems of race, gender, and ethnic
groups.
ANSWER: Althoughthestudents’responsescanbelong,somespecificexamplesincludeslavery,
immigration, women not allowed in school, and enrollment with private money only.
DIFFICULTY: Difficult
REFERENCES: 5-6 Immigration and Education in a Culturally Pluralist Society
LEARNING OBJECTIVES: FOED.ORNS.17.05.06 – Assess the policies public schools used to educate a racially,
ethnically, and linguistically diverse population of students.
KEYWORDS: Bloom’s: Understanding
36. What are the characteristics of the common school? How did it differ from the academy?
ANSWER: The academy was a private secondary school, whereas the common school was a
public elementary school. The common school focused on reading, writing, spelling, and
arithmetic and had a very practical orientation. Its purpose was to integrate children
from various backgrounds into the broad American community and to be a social
equalizer that would allow citizens to climb the educational ladder.
DIFFICULTY: Difficult
REFERENCES: 5-3a The Common School
5-4a The Academy: Forerunner of the High School
LEARNING OBJECTIVES: FOED.ORNS.17.05.03 – Clarify the ways in which the common school had an impact
on the movement toward public education and teacher education.
FOED.ORNS.17.05.04Explainhowthehighschool’sriseasthemajorinstitutionfor
secondary education completed the american educational ladder.
KEYWORDS: Bloom’s: Analyzing
37. How did the reports by the Committee of Ten and the Commission on the Reorganization of Secondary Education
influence education in America?
ANSWER: Both reports addressed the goals and curriculum of secondary schools, which served to
expand educational opportunity. Answers could include details on both of these areas.
Many school districts were influenced by these reports and made adjustments in their
secondary programs consistent with the reports’ recommendations.
DIFFICULTY: Difficult
REFERENCES: 5-4 The Development of American Secondary Schools
LEARNING OBJECTIVES: FOED.ORNS.17.05.04Explainhowthehighschool’sriseasthemajorinstitutionfor
secondary education completed the american educational ladder.
KEYWORDS: Bloom’s: Analyzing
38. What is meant by the term assimilationist education? What impact did this have on American education in the late
1800s and the first half of the 1900s?
ANSWER: Assimilationist education is characterized in Chapter 5 as the attempts of the misguided
reformers to “civilize” Native Americans (and other ethnic minority groups) and to
assimilate them into white (Anglo-Saxon) society by instilling in them “white”
values. Various examples of assimilationist efforts can be mentioned.
DIFFICULTY: Difficult
REFERENCES: 5-6a European Immigration
LEARNING OBJECTIVES: FOED.ORNS.17.05.06 – Assess the policies public schools used to educate a racially,
ethnically, and linguistically diverse population of students.
KEYWORDS: Bloom’s: Analyzing