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Student name:__________
1) What forces of division were operating in the British colonies during the first half of the
eighteenth century? Discuss with specific reference to at least two of the following areas:
immigration, the backcountry, boundary disputes, and seaport towns.
Question Details
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Bloom’s : Understand
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : manual
2) Compare and contrast the character of backcountry settlements with that of older rural
communities in eighteenth-century America.
Question Details
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Bloom’s : Understand
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : manual
3) Compare and contrast the lives of eighteenth-century American women in established
rural communities, on the frontier, and in major seaports.
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Question Details
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Bloom’s : Understand
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : manual
4) Discuss male and female Black slaves’ experiences in South Carolina, the Chesapeake,
and major seaports.
Question Details
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Bloom’s : Understand
Topic : Slave Societies in the Eighteenth-Century South
Learning Objective : Describe slave societies across the eighteenth-century South.
Gradable : manual
5) Compare and contrast the economy, social structure, and politics of England and America
in the eighteenth century.
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Question Details
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Bloom’s : Understand
Topic : Anglo-American Worlds of the Eighteenth Century
Gradable : manual
Learning Objective : Summarize key features of the Anglo-American worlds of the eighteenth century.
6) Describe the basic outlook of the intellectual movement known as the Enlightenment.
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Bloom’s : Understand
Topic : Enlightenment and Awakening in America
Learning Objective : Explain the impact of the Enlightenment and the First Great Awakening on colonia
Gradable : manual
7) Why did some American visitors to England feel ambivalent about life and society in
their “parent country”?
Question Details
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Bloom’s : Understand
Topic : Anglo-American Worlds of the Eighteenth Century
Gradable : manual
Learning Objective : Summarize key features of the Anglo-American worlds of the eighteenth century.
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8) Comment on the following statement: “That America evolved in ways distinct from that
of England was a direct result of British colonial policy.”
Question Details
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Bloom’s : Understand
Topic : Anglo-American Worlds of the Eighteenth Century
Gradable : manual
Learning Objective : Summarize key features of the Anglo-American worlds of the eighteenth century.
9) In what ways were major American seaports of the eighteenth century similar to cities
today? In what ways were they different? How has urban life changed in the last 300 years?
Question Details
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Bloom’s : Understand
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : manual
10) Consider the following: “To any person in bondage, the condition of slavery must be
fundamentally unacceptable, no matter how benevolent a slave’s master. Yet the realities of
power forced enslaved people every day to confront these inequalities.” Discuss the ways in
which enslaved African Americans dealt with their situation.
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Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Slave Societies in the Eighteenth-Century South
Learning Objective : Describe slave societies across the eighteenth-century South.
Gradable : manual
11) Why was the Great Awakening disruptive socially as well as religiously? Explain the
causes of disruption in both cases.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Enlightenment and Awakening in America
Learning Objective : Explain the impact of the Enlightenment and the First Great Awakening on colonia
Gradable : manual
12) What caused the population of North America to increase dramatically during the
eighteenth century?
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Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : manual
13) Colonial religious practices underwent several changes during the Great Awakening.
Explain how different groups adjusted to these changes. What was the aftermath of the Great
Awakening?
Question Details
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Bloom’s : Understand
Topic : Enlightenment and Awakening in America
Learning Objective : Explain the impact of the Enlightenment and the First Great Awakening on colonia
Gradable : manual
14) Nowhere did the French seem more menacing than in ________, one of the most
important blank spots on Spanish maps.
14) ______
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Bloom’s : Remember
Learning Objective : Explain the causes of crisis and transformation in northern New Spain in the lat
Topic : Crisis and Transformation in Northern New Spain
Gradable : automatic
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15) The Native American people that integrated European horses into their lives and became
formidable equestrian warriors were known by their enemies as the ________.
15) ______
Question Details
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Bloom’s : Remember
Learning Objective : Explain the causes of crisis and transformation in northern New Spain in the lat
Topic : Crisis and Transformation in Northern New Spain
Gradable : automatic
16) Despite grand colonial claims, most eighteenth-century French Americans lived along the
St. ________ River.
16) ______
Question Details
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Bloom’s : Remember
Topic : Eighteenth-Century New France
Learning Objective : Describe the key features of exploration and colonization in eighteenth-century
Gradable : automatic
17) The Great ________ is the term used to describe periods of intense religious piety among
Americans that fueled the expansion of Protestant churches.
17) ______
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Topic : Enlightenment and Awakening in America
Learning Objective : Explain the impact of the Enlightenment and the First Great Awakening on colonia
Gradable : automatic
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18) The ________ was an intellectual movement in both Europe and America that celebrated
the power of human reason.
18) ______
Question Details
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Bloom’s : Remember
Topic : Enlightenment and Awakening in America
Learning Objective : Explain the impact of the Enlightenment and the First Great Awakening on colonia
Gradable : automatic
19) The “boy preacher” from England who stirred revival fires up and down the colonial
seaboard was George ________.
19) ______
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Topic : Enlightenment and Awakening in America
Learning Objective : Explain the impact of the Enlightenment and the First Great Awakening on colonia
Gradable : automatic
20) The English Parliament’s unofficial policy of benign ________ allowed economic growth
and political autonomy in the American colonies.
20) ______
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Topic : Anglo-American Worlds of the Eighteenth Century
Gradable : automatic
Learning Objective : Summarize key features of the Anglo-American worlds of the eighteenth century.
21) ________ was/were the Spanish Empire’s last major colonial project in North America.
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21) ______
A) New Mexico
B) California
C) The Texas mission project
D) The Pueblos
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Learning Objective : Explain the causes of crisis and transformation in northern New Spain in the lat
Topic : Crisis and Transformation in Northern New Spain
Gradable : automatic
22) Which of the following does NOT describe the rights of married Spanish women?
22) ______
A) They could buy and sell land and represent themselves in court.
B) They retained control over their own property.
C) They were entitled to at least 25 percent of the marital property upon a husband’s
death.
D) They were entitled to their dowries upon a husband’s death.
Question Details
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Learning Objective : Explain the causes of crisis and transformation in northern New Spain in the lat
Bloom’s : Understand
Topic : Slave Societies in the Eighteenth-Century South
Gradable : automatic
23) What challenge did the Spanish face in settling California?
23) ______
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A) the long, dangerous journey there
B) military skirmishes with the Russians over land rights
C) tensions with the French over a joint claim
D) the need to pass through the English colonies to get there
Question Details
Accessibility : Keyboard Navigation
Learning Objective : Explain the causes of crisis and transformation in northern New Spain in the lat
Bloom’s : Understand
Topic : Crisis and Transformation in Northern New Spain
Gradable : automatic
24) Which of the following was a result of Spanish colonization of California?
24) ______
A) Native American villages there thrived due to improved nutrition.
B) The rapid growth of the Spanish population led to the Native Americans being pushed
off their land.
C) Native American land was transformed by overgrazing and invasive plant species.
D) Native Americans from the interior moved closer to the missions to gain food and
work.
Question Details
Accessibility : Keyboard Navigation
Learning Objective : Explain the causes of crisis and transformation in northern New Spain in the lat
Bloom’s : Understand
Topic : Crisis and Transformation in Northern New Spain
Gradable : automatic
25) What percentage of neophyte children in the Mission San Antonio, Texas, lived to see
their third birthday in the eighteenth century?
25) ______
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A) 16.6 percent
B) 33 percent
C) 50 percent
D) 70 percent
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Learning Objective : Explain the causes of crisis and transformation in northern New Spain in the lat
Topic : Crisis and Transformation in Northern New Spain
Gradable : automatic
26) In 1800, approximately how many Hispanic residents lived in Alta California?
26) ______
A) 180
B) 1800
C) 18,000
D) 180,000
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Learning Objective : Explain the causes of crisis and transformation in northern New Spain in the lat
Topic : Crisis and Transformation in Northern New Spain
Gradable : automatic
27) The fertility rate of late eighteenth century women in British North America was 7 or 8,
which is ________ the “replacement rate.”
27) ______
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A) almost four times
B) double
C) just below
D) half
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : automatic
28) All major colonial cities in British North America were
28) ______
A) seaports.
B) smaller than any European city.
C) rife with working class protests and discontent.
D) hostile to British mercantile power.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : automatic
29) Which of the following best characterizes the French relationship with native people in
eighteenth-century New France?
29) ______
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A) conflict
B) domination
C) subordination
D) compromise
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Eighteenth-Century New France
Learning Objective : Describe the key features of exploration and colonization in eighteenth-century
Gradable : automatic
30) Why were the French less likely than the British to use military force when dealing with
the native people of North America?
30) ______
A) The French population was relatively low.
B) French soldiers were much less effective fighters than their British counterparts.
C) As Catholics, they naturally were more benevolent when dealing with the native
people.
D) They had superior diplomatic skills.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Eighteenth-Century New France
Learning Objective : Describe the key features of exploration and colonization in eighteenth-century
Gradable : automatic
31) Why did French authorities stop importing slaves into Louisiana in the first half of the
eighteenth century?
31) ______
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A) because they were profoundly against the institution of slavery
B) because the costly Natchez revolt had persuaded them to stop importing slaves
C) because French Louisiana did not produce crops that required slave labor
D) because they switched to using enslaved native people for their labor
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Eighteenth-Century New France
Learning Objective : Describe the key features of exploration and colonization in eighteenth-century
Gradable : automatic
32) The three largest groups of non-English immigrants coming to the American colonies in
the 1700s were
32) ______
A) Africans, Scots-Irish, and Germans.
B) Africans, Germans, and Dutch.
C) Scots-Irish, Dutch, and Africans.
D) Scots-Irish, Germans, and Dutch.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : automatic
33) Which of the following is NOT one of the reasons the American population grew
dramatically in the 1700s?
33) ______
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A) high birth rate
B) importation of slaves
C) absorption of French and Spanish colonials as the British Empire expanded
D) large numbers of non-English immigrants
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : automatic
34) By the beginning of the eighteenth century, land scarcity pushed both native-born and
newly arrived families to look westward. Descendants of old Yankee families established
themselves ________, while European immigrants found more luck ________.
34) ______
A) in frontier New England; south of New York
B) in the Hudson River valley; along the Great Wagon Road
C) along the Great Wagon Road; south of New York
D) south of New York; in frontier New England
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : automatic
35) Where in the South did most Black Americans live and work?
35) ______
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A) inland plantations
B) along the seaboard
C) in the backcountry
D) the piedmont
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Topic : Slave Societies in the Eighteenth-Century South
Learning Objective : Describe slave societies across the eighteenth-century South.
Gradable : automatic
36) In what time frame was the greatest number of African slaves imported into the
Chesapeake and Carolina regions?
36) ______
A) the first half of the seventeenth century
B) the second half of the seventeenth century
C) the first half of the eighteenth century
D) the second half of the eighteenth century
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Topic : Slave Societies in the Eighteenth-Century South
Learning Objective : Describe slave societies across the eighteenth-century South.
Gradable : automatic
37) The society of the eighteenth-century backcountry was characterized by all of the
following EXCEPT
37) ______
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A) hard work.
B) self-sufficiency.
C) isolation.
D) class conflict.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : automatic
38) What was the primary reason so many families migrated into the backcountry?
38) ______
A) to escape governmental authority
B) to worship in freedom
C) to find a healthier environment
D) to obtain cheap land
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : automatic
39) Which group dominated the political and economic life of the seaport towns?
39) ______
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A) descendants of the original founding families
B) the numerous middle-class artisans
C) merchants
D) aristocratic crown officials
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : automatic
40) The colonial seaports were not only the centers for overseas trade; they were also the
places where
40) ______
A) enterprising merchants worked to organize and control the commerce of the
surrounding region.
B) religious revivals had their greatest effect.
C) British imperial authority remained visible and strong.
D) slavery was first outlawed.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : automatic
41) In the mid-1700s, slaves in the seaport cities
41) ______
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A) often gained their freedom.
B) were practically nonexistent.
C) were likely to be recent arrivals from Africa.
D) frequently fought for their freedom.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Forces of Division in British North America
Gradable : automatic
42) In the mid-1700s, slaves on southern plantations
42) ______
A) were about as likely to have been born in America as in Africa.
B) found little opportunity to create an African American culture.
C) had mostly all gained their freedom.
D) were more likely to be recent arrivals from Africa.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Slave Societies in the Eighteenth-Century South
Gradable : automatic
43) Unlike slaves on Carolina plantations, those in the Chesapeake
43) ______
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A) had less contact with whites.
B) enjoyed greater autonomy because of the “task system.”
C) lived on smaller plantations with fewer slaves.
D) were mostly African-born.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Slave Societies in the Eighteenth-Century South
Gradable : automatic
44) Which of the following statements is true about slave communities on southern
plantations?
44) ______
A) With few slaves imported directly from Africa, African folkways soon disappeared.
B) Slave marriages were legally recognized.
C) Resistance to slavery led to a drop in the slave trade.
D) Slaves maintained a family life despite the possibility that a family member could be
sold.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Learning Objective : Analyze the important forces of division in late eighteenth-century British Nort
Topic : Slave Societies in the Eighteenth-Century South
Gradable : automatic
45) Which of the following was most likely true of Americans who were influenced by the
Enlightenment?
45) ______
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A) They had faith that society could be improved through human slavery.
B) They were from the educated upper class.
C) They held to a religion that believed human beings could find salvation in the Catholic
Church.
D) They understood knowledge as valuable for its own sake, independent of any practical
usefulness.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Enlightenment and Awakening in America
Learning Objective : Explain the impact of the Enlightenment and the First Great Awakening on colonia
Gradable : automatic
46) The doctrine known as “rational Christianity” stressed which of the following beliefs?
46) ______
A) predestination
B) conversion
C) the benevolence of God
D) the reasons for innate human sinfulness
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Remember
Topic : Enlightenment and Awakening in America
Learning Objective : Explain the impact of the Enlightenment and the First Great Awakening on colonia
Gradable : automatic
47) Regarding the effects of the Great Awakening, all of the following are correctly stated,
EXCEPT that
47) ______
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A) Americans became more sharply polarized along religious lines.
B) many westerners embraced evangelical Protestantism and swelled the ranks of the
Baptist and Presbyterian denominations.
C) many urban easterners embraced evangelical Protestantism and thus swelled the ranks
of such denominations as Quakers and Anglicans.
D) it caused many northern churches to bicker and splinter.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Enlightenment and Awakening in America
Learning Objective : Explain the impact of the Enlightenment and the First Great Awakening on colonia
Gradable : automatic
48) The Great Awakening can best be described by which of the following statements?
48) ______
A) It was a multifaceted, intellectual movement, based primarily on new discoveries in
science.
B) It was a secular, humanitarian movement, which sought to improve the quality of life
for the poor.
C) It was a rationalist religious movement, which had its greatest impact among the well-
educated in eastern seaboard cities.
D) It was an emotional revivalist movement that appealed to a diverse cross-section of
Americans.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Enlightenment and Awakening in America
Learning Objective : Explain the impact of the Enlightenment and the First Great Awakening on colonia
Gradable : automatic
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49) One of the important distinctions between eighteenth-century English and American
social structures was that
49) ______
A) while England had a large lower class, there were no poor people in America.
B) while England had a large lower class, their more industrialized economy created
more opportunities for upward mobility than did agrarian America.
C) while England’s aristocrats claimed titles and legal privileges by hereditary right, only
a few American elites inherited titles and political power.
D) while less than one-third of England’s inhabitants belonged to the “middling sort,”
three-quarters of white Americans could be described as “middle class.”
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Anglo-American Worlds of the Eighteenth Century
Gradable : automatic
Learning Objective : Summarize key features of the Anglo-American worlds of the eighteenth century.
50) The theory of the “balanced constitution” refers to
50) ______
A) separating government powers into executive, legislative, and judicial functions.
B) giving every order of society some voice in the workings of government.
C) the use of “influence” or patronage by the executive officials to win support for its
policies among legislators.
D) restricting the franchise to adult males owning a certain amount of property.
Question Details
Accessibility : Keyboard Navigation
Bloom’s : Understand
Topic : Anglo-American Worlds of the Eighteenth Century
Gradable : automatic
Learning Objective : Summarize key features of the Anglo-American worlds of the eighteenth century.
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Answer Key
Test name: chapter 5
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