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Student name:__________
1) Describe Wahunsenecawh’s reactions to the arrival of the English in the Chesapeake.
Why did Powhatan allow the settlement at Jamestown to survive?
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Bloom’s : Understand
Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : manual
2) What was mercantilism? Why did the logic of mercantilist ideas encourage King James
to grant a charter to the Virginia Company?
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : manual
3) Discuss the causes of Bacon’s Rebellion in Virginia. Compare and contrast the causes and
character of that rebellion with the causes and character of Coode’s Rebellion in Maryland.
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Bloom’s : Understand
Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : manual
4) Describe how the Virginia colony was transformed from a colony in which most unfree
laborers were white servants to one in which Black slavery was firmly established.
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Bloom’s : Understand
Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : manual
5) Discuss the ways in which the character and composition of the Black population and the
institution of slavery in the Chesapeake changed between the middle of the seventeenth century
and the early decades of the eighteenth century.
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Bloom’s : Understand
Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : manual
6) What explains the greater stability of white society in South Carolina after about 1730?
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Bloom’s : Understand
Learning Objective : Compare the important features of colonial societies in the Carolinas and Caribb
Topic : From the Caribbean to the Carolinas
Gradable : manual
7) Why did Georgia’s idealistic founders fail in their plan to create a small farmer’s utopia?
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Bloom’s : Understand
Learning Objective : Compare the important features of colonial societies in the Carolinas and Caribb
Topic : From the Caribbean to the Carolinas
Gradable : manual
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8) Compare and contrast the Spanish treatment of native peoples in the Southwest with
relations between natives and English settlers in the colonial American Southeast.
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Bloom’s : Understand
Learning Objective : Explain the development of Spain’s North American colonies.
Topic : Spain’s North American Colonies
Gradable : manual
9) Does the text’s account of Wahunsenecawh’s confederacy reinforce or contradict the
notion of the Chesapeake native peoples as “noble savages” who lived a simpler life than did the
Europeans who reached their shores? Explain why.
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : manual
10) Imagine that you were one of the leaders of the English settlement at Jamestown. What
could you have done to lessen the hardships or to prevent the tragedies that took place during the
first fifteen years of settlement?
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Bloom’s : Understand
Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : manual
11) Without tobacco, the Virginia colony would never have survived. Make a case for that
thesis, using what you know of the colony’s history.
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : manual
12) Explain how sugar and tobacco played similar roles in Virginia and in the Caribbean
colonies.
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Bloom’s : Understand
Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Learning Objective : Compare the important features of colonial societies in the Carolinas and Caribb
Topic : From the Caribbean to the Carolinas
Gradable : manual
13) Discuss and assess the following statement from the textbook: “All that saved white
society in the Chesapeake from renewed crisis and conflict [after Bacon’s and Coode’s rebellions]
was the growth of African slavery.”
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Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : manual
14) One of Virginia’s biggest planters, William Byrd, boasted that, “I am dependent upon no
one but Providence.” In what ways were Byrd and other planters like him powerful and
independent? In what ways were they more dependent than Byrd realized?
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Bloom’s : Understand
Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : manual
15) Was it inevitable that Black slavery emerged as the dominant labor system in the
Chesapeake? In South Carolina? Could planters in either colony have adopted alternatives—free
white workers? White indentured servants? Native American slaves or servants?
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Learning Objective : Compare the important features of colonial societies in the Carolinas and Caribb
Topic : From the Caribbean to the Carolinas
Gradable : manual
16) Discuss the relationship that existed between the Spanish in the Southwest and the native
Puebloans.
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Bloom’s : Understand
Learning Objective : Explain the development of Spain’s North American colonies.
Topic : Spain’s North American Colonies
Gradable : manual
17) Explain how the various native groups in the Northeast adjusted and adapted to the
colonization of Europeans.
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : manual
18) The medieval religious order that would become key to the settlement of Spanish North
America was the ________.
18) ______
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Learning Objective : Explain the development of Spain’s North American colonies.
Topic : Spain’s North American Colonies
Gradable : automatic
19) Juan de Oñate was tapped to establish a colony in New ________.
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19) ______
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Learning Objective : Explain the development of Spain’s North American colonies.
Topic : Spain’s North American Colonies
Gradable : automatic
20) ________ I (the first) was the king of England who chartered the company that founded
the first permanent English colony in North America.
20) ______
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Bloom’s : Remember
Gradable : automatic
21) In 1617 John Rolfe established a pattern for southern colonies when he introduced the
cultivation of ________.
21) ______
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Bloom’s : Remember
Gradable : automatic
22) In 1619 the Virginia Colony began the tradition of self-government in America by
authorizing a(n) ________ assembly, the House of Burgesses.
22) ______
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Bloom’s : Remember
Gradable : automatic
23) The king who was restored to the throne after the English Civil War was ________ II.
23) ______
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Bloom’s : Remember
Gradable : automatic
24) The collective name for parliamentary legislation designed according to mercantilist
theory for the purpose of controlling colonial trade was the ________ Acts.
24) ______
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Bloom’s : Remember
Gradable : automatic
25) The long sea voyage across the Atlantic endured by slaves is known as the ________
Passage.
25) ______
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Bloom’s : Remember
Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : automatic
26) The ________, basically the leading plantation owners, were the political and economic
elite of the Chesapeake colonies by the late 1600s.
26) ______
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Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : automatic
27) Many of the original settlers of South Carolina came from the West Indian island of
________.
27) ______
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Bloom’s : Remember
Learning Objective : Compare the important features of colonial societies in the Carolinas and Caribb
Topic : From the Caribbean to the Carolinas
Gradable : automatic
28) This chapter tells the story of the Powhatan confederacy to make the point that
28) ______
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A) Native Americans initially tolerated the first English settlers as allies against rival
tribes, but the cultivation of tobacco led to white land hunger that would destroy native power.
B) the initial English settlements at Virginia survived only because of the generous
assistance provided by local native tribes.
C) Wahunsenacawh had no strategy to deal with the white “tribes” who invaded his
domain, so he tried in vain to organize an alliance to resist the English.
D) since the English colony was so self-sufficient, they felt no need to cultivate friendly
relations with the few scattered, unorganized tribal bands in the Chesapeake region.
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Bloom’s : Understand
Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : automatic
29) What was the ultimate fate of Juan de Oñate?
29) ______
A) He led a prosperous, long-lived colony in New Mexico.
B) After failing in New Mexico, he moved to Florida.
C) He was recalled by Spanish authorities and charged with mismanagement.
D) He was one of the few Spanish leaders to live in harmony with Native Americans.
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Learning Objective : Explain the development of Spain’s North American colonies.
Topic : Spain’s North American Colonies
Gradable : automatic
30) The principal institution used by the Spanish to incorporate natives into colonial society
was the
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30) ______
A) presidio.
B) hacienda.
C) vaquero.
D) mission.
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Learning Objective : Explain the development of Spain’s North American colonies.
Topic : Spain’s North American Colonies
Gradable : automatic
31) For strategic reasons, in what location did the Spaniards most rely on the Franciscans?
31) ______
A) Florida
B) New Mexico
C) Arizona
D) Georgia
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Learning Objective : Explain the development of Spain’s North American colonies.
Topic : Spain’s North American Colonies
Gradable : automatic
32) Which of the following was/were responsible for the drastic decrease in the Pueblo
population between 1620 and 1680?
32) ______
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A) epidemics
B) locust infestations
C) severe drought
D) All these answers are correct.
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Bloom’s : Understand
Learning Objective : Explain the development of Spain’s North American colonies.
Topic : Spain’s North American Colonies
Gradable : automatic
33) Who called for the Pueblo Revolt, the most successful pan–Native American uprising in
North American history?
33) ______
A) Powhatan
B) Popé
C) Pamunkey
D) Acoma
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Learning Objective : Explain the development of Spain’s North American colonies.
Topic : Spain’s North American Colonies
Gradable : automatic
34) Why did the men of the Acoma Pueblo attack Juan de Zaldívar in Spain’s northern
colonies in the seventeenth century?
34) ______
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A) He had killed several sacred turkeys for food.
B) He was the nephew of Juan de Oñate, whom they resented.
C) He had betrayed the cause of the Pueblo Revolt.
D) He refused to accept the gods of the Pueblo natives.
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Bloom’s : Understand
Learning Objective : Explain the development of Spain’s North American colonies.
Topic : Spain’s North American Colonies
Gradable : automatic
35) Colonies performed all of the following functions in mercantile empires, EXCEPT
35) ______
A) producing raw materials that the mother country could not produce.
B) consuming finished goods and financial services from the mother country.
C) shipping raw materials that the mother country could not produce.
D) attacking foreign navies on their mother country’s behalf.
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Bloom’s : Understand
Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : automatic
36) What economic development toward the end of the seventeenth century contributed to the
greater prosperity of small planters on the Chesapeake?
36) ______
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A) Tobacco prices rose slightly and then stabilized.
B) Virginians enacted laws securing better lands for poor freemen coming out of their
indentures.
C) Virginians discovered a new crop that did well outside the tidelands: cotton.
D) Virginians transitioned fully from indentured servitude to slavery.
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Bloom’s : Understand
Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : automatic
37) What was the approximate share of slaves in the Chesapeake population in 1675?
37) ______
A) 5 percent
B) 15 percent
C) 25 percent
D) 35 percent
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Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : automatic
38) The primary objective of mercantilism was to
38) ______
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A) promote free trade policies.
B) develop industries in the Americas.
C) build national self-sufficiency through a favorable balance of trade.
D) encourage development of a textile industry in Europe.
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Bloom’s : Understand
Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : automatic
39) Which of the following accounted for the desperate circumstances early in the Jamestown
settlement?
39) ______
A) failure of the first tobacco crop
B) Jamestown’s lack of fortifications
C) colonists’ willingness to cooperate
D) the colonists’ lack of farming experience
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Bloom’s : Understand
Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : automatic
40) Which of the following best characterizes the Virginia colony in its first two decades?
40) ______
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A) the profitability of the Virginia Company due to the tobacco boom
B) political stability due to the representative assembly
C) wars with native peoples
D) immigrant deaths
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Bloom’s : Understand
Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : automatic
41) Which of the following best describes a “headright”?
41) ______
A) the right of a free settler or sponsor of immigrants to receive 50 acres per person or
head
B) the recognized right of the gentry class to rule
C) the right, according to European diplomacy, of the first nation to colonize a river
valley to claim all adjacent lands up to its headwaters
D) the absolute property right, according to English law, of a head of household over his
wife, children, servants, and slaves
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : automatic
42) Which of the following is NOT an accurate description of immigrants to Virginia during
the tobacco boom of the 1620s?
42) ______
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A) They were mostly young, single males.
B) Most came as indentured servants.
C) Nearly all were recruited from peasant villages where they had lived all their lives.
D) Their life expectancy was very low.
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : automatic
43) The king revoked the company’s charter and made Virginia a royal colony in 1624 for
what reason?
43) ______
A) He wanted to keep all the colony’s profits for the royal treasury.
B) Natives’ attacks on the settlers called for revenue for security.
C) An investigation revealed the horrible death rate for the Spanish.
D) More than 3,000 immigrants had succumbed to the brutal conditions of Chesapeake
life.
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Bloom’s : Understand
Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : automatic
44) In the 1630s and 1640s, as the tobacco boom broke, which of the following situations
developed in Virginia?
44) ______
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A) Conditions improved somewhat for less powerful Virginians.
B) Planters raised more corn and cattle.
C) Single women stood a good chance of improving their status through marriage.
D) All these answers are correct.
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Bloom’s : Remember
Gradable : automatic
45) Of the following, which is the most likely reason that Maryland granted religious
toleration?
45) ______
A) Its Catholic founders wished to provide a haven for Catholics.
B) Its Puritan founders wished to break the power of the Anglican state church.
C) Its merchant founders needed a gimmick to lure settlers away from Virginia.
D) Its idealistic founders sought a virtuous and egalitarian utopia for the worthy poor of
all faiths.
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : automatic
46) What created the conditions of unrest that led to local rebellions in the Chesapeake?
46) ______
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A) religious persecution
B) a sharp rise in the death rate
C) political oppression
D) diminishing economic opportunity
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Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : automatic
47) In an effort to ensure that his American colonies contributed to England’s prosperity,
King Charles II initiated a series of regulations known as the
47) ______
A) mercantile regulations.
B) Navigation Acts.
C) tariff and tax laws.
D) Neutrality Acts.
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Bloom’s : Remember
Gradable : automatic
48) British authorities based their colonial trade policies, as embodied in the Navigation Acts,
on the theory of
48) ______
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A) mercantilism: ensuring self-sufficiency by monopolizing trade.
B) industrialism: promoting English industrial development.
C) imperialism: keeping the American colonies weak and dependent.
D) developmentalism: stimulating colonial economic diversification.
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Bloom’s : Remember
Gradable : automatic
49) Women in the seventeenth-century Chesapeake
49) ______
A) usually outnumbered men.
B) usually outlived men.
C) had a good chance of improving their status through marriage.
D) had a good chance of ending up as unmarried and landless vagabonds.
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Gradable : automatic
50) The Navigation Acts were
50) ______
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A) procedures instituted by the king when he chartered the Virginia Company.
B) reforms prescribed by the Virginia Company to encourage diversification of the
economy.
C) regulations decreed by Massachusetts to regulate shipping safety.
D) laws passed to give English merchants a monopoly on the colonial trade.
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Bloom’s : Remember
Gradable : automatic
51) The English Civil War of the mid-1600s resulted in the execution of ________ and then
the dictatorship of ________.
51) ______
A) Charles I; Charles II
B) Charles I; Oliver Cromwell
C) Parliament; Oliver Cromwell
D) Parliament; Charles II
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Learning Objective : Describe the development of English society on the Chesapeake Bay.
Topic : English Society on the Chesapeake
Bloom’s : Remember
52) Which of the following did NOT trigger the revolt led by Nathaniel Bacon?
52) ______
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A) clashes between Native Americans and whites
B) diminishing economic opportunities for freed servants and small planters
C) popular opposition to the restoration of the monarchy
D) a contest for power between older and newer elites
Question Details
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Bloom’s : Understand
Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : automatic
53) While the rising demand for slaves in the Chesapeake played some role in the growth of
the Atlantic slave trade between the mid-1500s and the late 1800s, it was the spread of plantation
economies in other places that spurred and sustained the traffic in human beings. Which were
these other places?
53) ______
A) the Caribbean and South America
B) South Africa and India
C) the Middle East and North Africa
D) British North America
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Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : automatic
54) The leaders of Chesapeake society, by the end of the 1600s, were able to foster greater
unity and stability because
54) ______
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A) they relied more on serfs than servitude.
B) economic prospects for slaves improved.
C) new land on the frontier became available.
D) they gave more white males a vote in elections.
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Bloom’s : Understand
Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : automatic
55) The English mainland colonies of North America received most of their slaves directly
from
55) ______
A) Africa.
B) Brazil.
C) the West Indies.
D) Portugal.
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Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : automatic
56) After 1680, Chesapeake planters began to rely more heavily on Black slave labor than on
indentured white servants because
56) ______
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A) declining death rates made indentured servants more profitable than slaves.
B) the flow of white servant immigrants was increasing.
C) the pool of available Black labor was widening.
D) whites were developing a more egalitarian society.
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Bloom’s : Understand
Learning Objective : Detail the factors that led to the crisis within Chesapeake society by the 1660s
Topic : Chesapeake Society in Crisis
Gradable : automatic
57) As with the Chesapeake colonies, so too the Carolinas followed a process from ________
to ________.
57) ______
A) violence and high mortality; relative stability
B) diverse economic endeavors; a single-crop economy
C) reliance on African slaves; reliance on indentured servants
D) the West Indies; the mainland
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Learning Objective : Compare the important features of colonial societies in the Carolinas and Caribb
Topic : From the Caribbean to the Carolinas
Gradable : automatic
58) English settlements in the West Indies had the greatest influence on the development of
the mainland colonies of
58) ______
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A) the Chesapeake.
B) the Carolinas.
C) New England.
D) New York and New Jersey.
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Bloom’s : Remember
Learning Objective : Compare the important features of colonial societies in the Carolinas and Caribb
Topic : From the Caribbean to the Carolinas
Gradable : automatic
59) What was the most lucrative New World product by the later 1600s?
59) ______
A) silver
B) sugar
C) tobacco
D) rice
Question Details
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Bloom’s : Remember
Learning Objective : Compare the important features of colonial societies in the Carolinas and Caribb
Topic : From the Caribbean to the Carolinas
Gradable : automatic
60) One of the differences between South Carolina and the Chesapeake was that
60) ______
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A) the Chesapeake had a Black majority.
B) Virginia and Maryland were Catholic; South Carolina was Protestant.
C) wealthy South Carolina planters grew rice; the Chesapeake gentry were primarily
tobacco growers and brokers.
D) South Carolinians enjoyed peaceful relations with native tribes.
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Bloom’s : Understand
Learning Objective : Compare the important features of colonial societies in the Carolinas and Caribb
Topic : From the Caribbean to the Carolinas
Gradable : automatic
61) The early instability of South Carolina society was due to
61) ______
A) ethnic and religious divisions among the white settlers.
B) the trafficking of Native American slaves.
C) the influx of Black labor and the resulting disruption of families.
D) the volatile rice boom.
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Bloom’s : Understand
Learning Objective : Compare the important features of colonial societies in the Carolinas and Caribb
Topic : From the Caribbean to the Carolinas
Gradable : automatic
62) ________ was founded both as a military buffer and a philanthropic enterprise.
62) ______
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A) The colony of Maryland
B) The colony of Georgia
C) The plantation system in Barbados
D) The plantation system in South Carolina
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Learning Objective : Compare the important features of colonial societies in the Carolinas and Caribb
Topic : From the Caribbean to the Carolinas
Gradable : automatic
63) Which of the following is NOT an accurate generalization about the southern English
colonies by about 1700?
63) ______
A) Each had been founded as a private (i.e., proprietary) colony, but each would
eventually become royal.
B) The economy of each was based on slave-grown plantation staple crops.
C) Each had matured into a hierarchical society in which the leading planters controlled
the government.
D) To the south of England’s mainland colonies were mainland colonies of Spain.
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Bloom’s : Understand
Learning Objective : Compare the important features of colonial societies in the Carolinas and Caribb
Topic : From the Caribbean to the Carolinas
Gradable : automatic
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Answer Key
Test name: chapter 3
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