America 8th Edition Tindall Test Bank PDF
America 8th Edition Tindall Test Bank PDF
America
A Narrative History
BRIEF EIGHTH EDITION
INSTRUCTORS MANUAL AND TEST BANK
America
A Narrative History
BRIEF EIGHTH EDITION
David Shi
FURMAN UNIVERSITY
Prepared by:
Stephen K. Davis, Lone Star CollegeKingwood
Edward Richey, University of North Texas, Denton
Michael Krysko, Kansas State University
Brian McKnight, Angelo State University
David Dewar, Angelo State University
Mark S. Goldman, Tallahassee Community College
B
W. W. Norton & Company New York London
Copyright 2010, 2007, 2004, 2000, 1999, 1997, 1996, 1993, 1992, 1989,
1988, 1984
by W. W. Norton & Company, Inc.
ISBN: 978-0-393-93393-2
www.wwnorton.com
1 2 3 4 5 6 7 8 9 0
Contents
Preface vii
Bibliography of Selected Reference Works in
American History ix
Sample Syllabi xi
v
vi Contents
What an honor it has been to have worked on this extensive revision of the
Instructors Manual and Test Bank to accompany the eighth edition of George
Tindall and David Shis America: A Narrative History. Th is marks the fi rst
quarter century of publication of this text, which is rightly recognized for its
many excellent features. Its instructors manual is a resource designed to be
regularly mined by all those who assign America in their survey courses,
whether they are grizzled veterans of the classroom or relative novices just
completing their graduate studies. Each chapter contains ideas for lectures
or classroom activities with suggested resources that include updated bibli-
ographies and nonprint sources such as fi lm. The test bank of multiple-
choice, matching, true/false, and essay questions has been thoroughly
revised and extended since the last edition. Th is range of items is designed to
measure the students comprehension, reward their careful reading, and pro-
vide instructors with many teachable moments in the classroom. The Prac-
ticing Citizenship section in each chapter is a new feature that suggests
activities to take students beyond the classroom to engage in society in a way
that connects their historical studies to the issues and urgencies of their
current-day lives. Our imperfect democracy can only be strengthened as
they do so.
Those of us who teach the American history survey are the general practi-
tioners and frontline soldiers of our profession. We can never tire of expand-
ing our knowledge base, learning new methods, or sharing ideas on how to
excite student interest and continually improve our courses. Th is instructors
manual is written in that spirit and I hope you will employ its contents liber-
ally. Please contact me anytime if you want to discuss it or any aspect of teach-
ing. I wish to especially thank my colleagues at Lone Star CollegeKingwood
with whom I have engaged in so many such pedagogical conversations over
the years. I especially thank John Barr, Jeff rey Lambert, and Randolph Camp-
bell for their consent to include their course documents as sample syllabi.
vii
viii Preface
Stephen K. Davis
Lone Star CollegeKingwood
[email protected]
Bibliography of Selected
Reference Works in
American History
ix
x Bibliography of Selected Reference Works in American History
There are various resources that can help with information on specialty
topics. See Carol A. Barrett (ed.), American Indian History (2003); Robert
Dassanowsky and Jeff rey Lehman (eds.), Gale Encyclopedia of Multicultural
America (2000); Leon F. Liwack and Darlen Clark Hine (eds.), Harvard
Guide to African American History (2001); Charles D. Lowey and John F.
Marszalek (eds.), The Greenwood Encyclopedia of African American Civil
Rights (2003); Gary Laderman and Luis Leon (eds.), Religion and American
Culture (2003); Gordon Melton, Encyclopedia of American Foreign Policy
(2001); and Cynthia Clark Northrup (ed.), The American Economy: A His-
torical Encyclopedia (2004).
For ideas concerning lecture topics, instructors might turn to Carl Degler,
Out of Our Past: The Forces That Shaped Modern America (3rd ed., 1984). The
Comparative Approach to American History (rev. ed., 1997), edited by C.
Vann Woodward, compares various aspects of American history to that of
other nations. Also useful is Daniel Boorstin, The Americans (3 vols., 1958
1973). Th ree series of volumesAmerican Historical Association, AHA
Pamphlets; D. C. Heath, Problems in American Civilization; and Litt le, Brown,
Critical Issues in American Historyoffer historical and historiographical
introductions to a number of topics. Harold S. Sharps Footnotes to American
History: A Bibliographic Source Book (1977) is a handy guide for information
on such footnotes as the Norse discovery of America, the Lost Colony, and
the trial of Anne Hutchinson on down to the Manson family murders, Wil-
liam Calley, and Patt y Hearst.
There are a number of books that discuss history itself and the teaching of
history. Lester D. Stephens Probing the Past: A Guide to the Study and Teach-
ing of History (1982) offers a good introduction to both topics. For the stu-
dents side, see Jules R. Benjamins A Student Guide to History (9th ed., 2004).
Also see John McClymer, The AHA Guide to Teaching and Learning with New
Media (2005); Eric Foner, Essays on the New American History (1997); and
Norman J. Wilson, History in Crisis: Recent Directions in Historiography (2nd
ed., 2004).
Instructors designing their fi rst course, or changing an existing one, might
look at American History (3 vols.; 2nd ed., 1987), a set in the series Selected
Reading Lists and Course Outlines from American Colleges and Universities;
volume 1 contains materials from survey courses in American History.
Finally, instructors should consult The History Teacher, a quarterly journal
that features reviews of textbooks and reference aids, articles on teaching
history, and historiographical essays.
Sample Syllabi
SUBJECT
History 1301 commences our examination of the American past. The course
opens with the European colonization of the New World and concludes with
the termination of Reconstruction in 1877. History 1301 thus traces the
development of a distinct American culture and politics from its period of
formation through its greatest crisis in the Civil War. An understanding
of this critical early period of U.S. history is indispensable to an appreciation
of our nations rise to prominence in the twentieth century.
REQUIRED READINGS
George Tindall and David Shi, America: A Narrative History (Brief, 8th ed.),
vol. I. (Go to www.nortonebooks.com if you would like to purchase the
e-book version of this text.)
Miguel Len-Portillo, The Broken Spears (xxv149, 162172).
Frederick Douglass, Narrative of the Life of Frederick Douglass (29125,
173178).
Jonathan Earle, John Browns Raid on Harpers Ferry.
Nicholas Lemann, Redemption: The Last Battle of the Civil War.
xi
xii Sample Syllabi
COURSE STRUCTURE
Class meetings will be devoted to discussion of assigned readings, student
presentations, fi lms and fi lm clips, and a few lectures. There will be no major
exams. Th irty-five percent of the semester grade will be determined by class
participation. Half will be derived from quizzes on each of the assigned four
books other than the text. The remaining 15 percent will come from short
quizzes on selected textbook chapters.
GRADES
Book Quizzes (4) 50%
Text quizzes (at least 10) 15%
Class participation 35%
KEY DATES
August 25Introduction to the course
September 15Broken Spears quiz
October 13Frederick Douglass quiz
November 12John Brown quiz
December 2150th Anniversary of John Browns execution, Charleston,
West Virginia
December 10Redemption quiz (This quiz and discussion is your final
exam.)
Trace the patterns of sett lement and social, political, and economic
developments in colonial North America.
Analyze the factors leading to the American Revolution, describe the
events of the Revolution, and consider the nature of the Revolution and
its impact upon the people who lived through it.
Trace the social, political, and economic developments during the Fed-
eralist period. Account for the movement to change from the Articles of
Confederation to a stronger, more nationally oriented government.
Analyze the principles considered and incorporated into the Constitu-
tion, and account for the success of the movement to ratify the
Constitution.
Explain the dramatic changes in the 1812 postwar era. Account for the
westward surge of Americans, and assess the impact of western
expansion.
Trace the social, political, and economic developments that led to the
rise of mass democracy during the fi rst half of the nineteenth century.
Describe the popularity of Andrew Jackson, and explain how he was a
good example of the coming of the era of the common man to American
politics.
Account for the growing sectionalism in the nation. Explain the out-
break of the Civil War and trace the major military, political, economic,
and social developments of the war.
Trace the development of Reconstruction and defi ne its impact on Afri-
can Americans in the South.
Identify the key historical issues that have developed in early American
history, such as the American Revolution, government building, slav-
ery, and the Civil War, and explain the historiographical analyses that
pertain to each.
History 1302United States since 1877 (The Southern Experience)
Fall 2010
Instructor: Stephen Davis
Lone Star CollegeKingwood
SUBJECT
History 1302 begins with the massive industrial growth that dominates
the post Civil War period and ends with recent developments. The fi rst
part of the course covers such topics as industrialization and its social
impact, reform movements like Popu lism and orga nized labor, the dra-
matic entry of the United States into world aff airs at the turn of the cen-
tury, World War I, and the Roaring Twenties. The second half of the course
starts with the presidency of Franklin D. Roosevelt (New Deal and World
War II) and then focuses upon the now-concluded cold war as this societys
central preoccupation since 1945. Th is par tic u lar section of 1302 will
employ The Southern Experience as a connecting thread through all of
the above.
REQUIRED READINGS
George Tindall and David Shi, America: A Narrative History (Brief, 8th ed.),
vol. II. (Go to www.nortonebooks.com if you would like to purchase the
e-book version of this text.)
William Ivy Hair, Carnival of Fury: Robert Charles and the New Orleans Race
Riot of 1900.
Robert Palmer, Deep Blues.
Marshall Frady, Wallace.
James Lee Burke, The Tin Roof Blowdown.
COURSE STRUCTURE
Class meetings will be devoted to discussion of assigned readings, student
presentations, fi lms and fi lm clips, and a few lectures. There will be no major
exams. Th irty-five percent of the semester grade will be determined by class
participation. Half will be derived from quizzes on each of the assigned four
books other than the text. The remaining 15 percent will come from short
quizzes on selected textbook chapters.
xiv
Sample Syllabi xv
GRADES
Book Quizzes (4) 50%
Text quizzes (at least 10) 15%
Class participation 35%
KEY DATES
August 25Introduction to the course
September 15Carnival of Fury quiz
October 13Deep Blues quiz
November 12Wallace quiz
December 10The Tin Roof Blowdown quiz (This quiz and discussion is
your final exam.)
History 1301 is a survey of U.S. history from the Age of Discovery through
Reconstruction. Special emphasis is placed on the emergence of the United
States as a nation. Other topics will include westward expansion, slavery, the
Civil War, and Reconstruction. The purpose of this course is to provide stu-
dents with an interpretive analysis of the social, economic, political, and
intellectual dynamics that have shaped U.S. history before 1877.
Supplemental Readings
Bernstein, R. B. The Founding Fathers Reconsidered. Oxford: Oxford University
Press, 2009.
Perdue, Theda, and Michael D. Green. The Cherokee Nation and the Trail of
Tears. New York: Penguin Group, 2007.
Peterson, Merrill D. John Brown: The Legend Revisited. Charlottesville: Univer-
sity of Virginia Press, 2004.
You will need all of these books for class. There are assignments related to
each book and it is impossible to earn an A in the class if you do not have the
textbook and the three supplemental readings.
These books are available in the Lone Star CollegeKingwood online
bookstore and can also be purchased from other online book vendors,
including htt p://wwnorton.com/students and www.nortonebooks.com.
xvi
Sample Syllabi xvii
PARTICIPATION
Students are expected to respond to the instructors questions and to each
other on the discussion board. Since this is a distance learning course, the
discussion board will take the place of a regular class discussion. You will
need to interact with my prompts and the comments of your fellow students.
Posted comments need to be original and reflect your understanding of the
unit topic from the readings. The comments you make should reflect your
own original analysis and interpretation of the readings, while also demon-
strating examples and facts from the readings. Comments should not be
longer than a paragraph. You will have to respond to my discussion prompts
fi rst before you are allowed to respond to your classmates comments.
GRADES
Syllabus Quiz 05%
Class Participation 15%
Exam 1 10%
Exam 2 10%
Exam 3 15%
Exam 4 15%
Book Review 1 10%
Book Review 2 10%
Book Review 3 10%
History 1302.SW055U.S. History II
Instructor: Jeffrey Lambert
Lone Star CollegeKingwood
Supplemental Readings
Rauchway, Eric. Murdering McKinley: The Making of Theodore Roosevelts Amer-
ica. New York: Hill and Wang, 2004.
Weatherford, Doris. American Women and World War II. Castle Books, 2008.
Kinzer, Stephen. Overthrow: Americas Century of Regime Change from Hawaii
to Iraq. New York: Times Books, 2007.
You will need all of these books for class. There are assignments related to
each book and it is impossible to earn an A in the class if you do not have the
textbook and the three supplemental readings.
These books are available in the Lone Star CollegeKingwood online
bookstore and can also be purchased from other online book vendors,
including htt p://wwnorton.com/students and www.nortonebooks.com.
xix
xx Sample Syllabi
PARTICIPATION
Students are expected to respond to the instructors questions and to each
other on the discussion board. Since this is a distance learning course, the
discussion board will take the place of a regular class discussion. You will
need to interact with my prompts and the comments of your fellow students.
Posted comments need to be original and reflect your understanding of the
unit topic from the readings. The comments you make should reflect your
own original analysis and interpretation of the readings, while also demon-
strating examples and facts from the readings. Comments should not be
longer than a paragraph. You will have to respond to my discussion prompts
fi rst before you are allowed to respond to your classmates comments.
GRADES
Syllabus Quiz 05%
Class Participation 15%
Exam 1 10%
Exam 2 10%
Exam 3 15%
Exam 4 15%
Book Review 1 10%
Book Review 2 10%
Book Review 3 10%
History 1301U.S. History to 1977
Fall 2009
Instructor: John M. Barr
Department of Social Science: Lone Star CollegeKingwood
The history of the United States from the pre-Columbian era until 1877 is a
fascinating subject encompassing numerous topics: European sett lement
and the ensuing demographic disaster for Native Americans; establishment
of European colonies in North America; the American Revolution and its
legacies; Jeffersonian democracy and the conquest of the West; the War of
1812, the Market Revolution and Jacksonian democracy; the Age of Reform
and the changing role of women in American society; the growth of slavery,
the Texas Revolution and Mexican War; the sectional split between North
and South; the Civil War and the Reconstruction of the nation after the Civil
War. Th is course will utilize lecture, discussions, fi lm, literature, art, and
other resources to illuminate the American pastand present.
LEARNING OUTCOMES
1. Explain the factors contributing to the beginning of the European
Age of Discovery and assess the impact of the contact and inter-
change between the New World and the Old World.
2. Trace the patterns of sett lement and intellectual, social, political, and
economic developments in colonial North America.
3. Analyze the factors leading to the American Revolution, describe the
events of the Revolution, and consider the nature of the Revolution
and its impact upon the people who lived through it.
4. Trace the intellectual, social, political, and economic developments
during the Federalist period. Account for the movement to change
from the Articles of Confederation to a stronger, more nationally ori-
ented government under the Constitution.
5. Analyze the principles considered and incorporated into the Consti-
tution, and account for the success of the movement to ratify the
Constitution.
xxii
Sample Syllabi xxiii
GRADING POLICIES
Midterm15% of Total Grade
Exams/Quizzes/Writing60% of Total Grade
Final Exam25% of Total Grade
REQUIRED READINGS
George Tindall and David Shi, America: A Narrative History
Gerald Graff and Cathy Birkenstein, They Say, I Say: The Moves that Matter in
Academic Writing
Alfred F. Young, The Shoemaker and the Tea Party
Melton McLaurin, Celia: A Slave
James Oakes, The Radical and the Republican
Part 4: The Civil War and Reconstruction of the North and South
October 30Manifest Destiny, the Mexican War, and Its Legacies. Com-
plete Chapter 16 by Friday, November 6.
November 2The Great Compromise of 1850 and the Sectional Crisis of
the 1850s
November 4The Continuing Sectional Crisis of the 1850s
November 6The Election of 1860 and the Decision for War. This is the
last day to drop the course and still receive a W.
November 9Advantages, Disadvantages, Strategy: Union and Confeder-
ates and the Early Years of Fighting. Complete Chapter 17 by Friday,
November 20.
November 11African Americans in the Civil War: Who Freed the Slaves?
November 13Lincoln and Emancipation: Who Freed the Slaves?
November 16The Civil War: The War at Home
xxvi Sample Syllabi
John Barr wishes to thank Frank Holt, professor of history at the Univer-
sity of Houston, for many of the ideas incorporated into his syllabus.
History 2610:002United States to 1865
Fall 2009
Instructor: Randolph B. Campbell
University of North Texas
STATEMENT OF PURPOSE
The purpose of this course is to present a factual and interpretive account
of the development of the United States from its colonial beginnings until
the end of the Civil War in 1865. Special attention will be given to the rea-
sons for colonization, the American Revolution, development of the con-
stitutional and political system of the United States, and the origins of the
Civil War. The overall intent is to show how developments during the years
to 1865 shaped the modern United States, to educate in the broadest sense
about historical thought and argument, and to present a perspective on
what historians like to call the human condition. Tests will require an
understanding of major events and developments and the ability to use
specific information to support general interpretations of those events and
developments.
TEXT
Tindall and Shi, America: A Narrative History, Brief 7th ed., vol. 1.
READER
Smith and Chet, eds., Our Nations Heritage, 5th ed., vol. 1.
xxvii
xxviii Sample Syllabi
The history of the United States from 1877 to the present day is a fascinating
subject encompassing numerous topics: the industrialization of the United
States, the conquest of the native peoples, political revolts, immigration,
urbanization, World War I and World War II, the Great Depression, the cold
war, Korean War, McCarthyism, John F. Kennedy, Lyndon Johnson and the
Great Society, the civil rights movement, the womens movement, the Viet-
nam War, Ronald Reagan and the rise of conservatism, the end of the cold
war, and, most recently, the War on Terror. Th is course will utilize lecture,
discussions, fi lm, literature, art, and other resources to illuminate the Ameri-
can pastand present.
LEARNING OUTCOMES
1. Trace the rise of American power in the world of the late nineteenth
century. Note especially the factors that made such growth possible,
and assess its intellectual, social, economic, and political conse-
quences on American life. Analyze closely these factors in both
domestic and foreign policy. Th is would include industrialization and
the various responses to it such as Popu lism and Progressivism.
2. Trace the confl ict between Americans and Native Americans on the
Great Plains after the Civil War. Explain the roots of the confl ict and
its impact on both cultures.
3. Explain the roots and manifestation of Wilsonian moralism, identify
the causes of American entry into the Spanish-American War and
World War I, and discuss the role of the United States in each war.
Analyze the impact of each war on American life.
4. Analyze the development of American culture in the two decades
between World War I and World War II. Note in par ticu lar the causes
and consequences of the Great Depression and achievement and
transformational nature of Franklin Roosevelt and the New Deal.
xxix
xxx Sample Syllabi
REQUIRED READINGS
George Tindall and David Shi, America: A Narrative History
Gerald Graff and Cathy Birkenstein, They Say, I Say: The Moves that Matter in
Academic Writing
Stephen Kinzer, Overthrow: Americas Century of Regime Change
Sample Syllabi xxxi
Part 2: America at War (Cold and Hot) and the American Century
October 16The Cold War in Europe. Complete Chapter 31 by Mon-
day, October 19.
October 19The Cold War in Asia (Korea) and at Home
October 21The Age of Eisenhower
October 23The Civil Rights Movement: Part I. Complete Chapters
3234 by Monday, November 2.
October 26Book Exam on Black Like Me by John Howard Griffin
October 28Kennedys New Frontier and Assassination
October 30Johnsons Great Society and War on Poverty
November 2The Vietnam War: Part I
November 4The Vietnam War: Part II
November 6The Civil Rights Movement: Part II. This is the last day to
drop the course and still receive a W.
November 9Book Exam/Discussion on Part Two of Overthrow by
Stephen Kinzer
November 11Legacies of the Movement
November 13Nixonland, Watergate, and the Imperial Presidency
November 16Nixonland, Watergate, and the Imperial Presidency
November 18The Man from Plains: The Carter Presidency
November 20The Conservative Ascendancy and the Reagan Revolu-
tion. Complete Chapters 3536 by Wednesday, November 25.
November 23Ronald Reagans America
November 25The End of the Cold War and Bush the Elder (41). Com-
plete Chapter 37 by December 2.
November 30The Man from Hope: The Clinton Presidency
December 2George W. Bush and the War on Terror
December 4Book Exam/Discussion on Part Three of Overthrow by
Stephen Kinzer
John Barr wishes to thank Frank Holt, professor of history at the Univer-
sity of Houston, for many of the ideas incorporated into his syllabus.
History 2620:007U.S. History since 1865
Spring 2010
Instructor: Dr. Edward Richey
University of North Texas, Denton
THE COURSE
Th is course surveys the history of the United States of America from the end
of Reconstruction following the Civil War to the present day. The required
readings, lectures, and fi lms are intended to familiarize you with a wide array
of events and characters that influenced social, political, economic, and cul-
tural changes in this period.
I have several objectives with this class. One is obvious: that you learn
more about what has happened in America since 1865. Another goal is that
your analytical skills will become stronger as you listen to me and read oth-
ers, as you discuss (or argue) the fi ner points of various interpretations of
history on tests, and as you watch news about current events, then make con-
nections and draw comparisons between the past and your present. Finally,
it is my hope that by the end of this class you will see that the study of U.S.
history over the last 144 years is not only relevant and important for under-
standing the nation and the world you inhabit today, but that it is also quite
interesting to travel back in time for several hours each week.
GRADES
Your grade will depend entirely on three readings quizzes and two exams. The
readings quizzes will, predictably, test your retention of the reading assign-
ments. These exams are made up entirely of multiple-choice questions. The
midterm and fi nal exams will have short essays and multiple-choice ques-
tions, all of which will test your understanding of the readings and of the
materials covered in class (lectures and fi lms). The midterm will cover lec-
tures up to the test date and readings not covered on the fi rst readings quiz.
Although some memorization of facts is generally part of the testing equa-
tion (multiple-choice) in any large class, the exams will also ask you to address
xxxiii
xxxiv Sample Syllabi
the why of the story, as in why a par ticular person, place, thing, or event is sig-
nificant in a broader story or context. The fi nal exam is not cumulative, but
will cover lecture materials since the midterm, as well as the readings that fol-
low the third readings quiz. Attendance is mandatory unless excused in
advance, and enthusiastic class participation is expected. So, yes, the Woody
Allen rule (Eighty percent of success is showing up) is in effect, but there
really is more. For great success, show up to every single class, but also listen,
ask questions, go to the TAs and the History Help Center (Wooten Hall 220)
when you are confused, and read.
CLASS CALENDAR
8/28 Course Introduction
8/31 The Civil War
9/2 Reconstruction and the Compromise of 1877
9/4 The Imagined West and Native Americans
11/9 Vietnam
11/11 Vietnam and Nixon
11/13 Nixon and Watergate
The Collision of
Cultures
Th is chapter covers the origins of Indian civilizations in the New World, the
motivations for European exploration and colonization, the Spanish con-
quest, and developments in other European countries prior to the fi rst per-
manent British sett lements.
CHAPTER OUTLINE
I. Pre-Columbian Indian civilizations
A. Possible origins of the American Indian
1. Siberia
2. Southwestern Europe
B. North American Indian cultures
1. Adena-Hopewell peoples of the Ohio Valley
2. Mississippian culture of the Mississippi Valley
3. Southwest Indiansthe Anasazis
C. Native Americans in 1500
1. Shared att ributes and assumptions
2. Eastern Woodlands peoples
a. Algonquian
b. Iroquoian
c. Muskogean
3. Plains nomads
4. Pacific coast tribes
5. Trauma and resilience when Europeans arrive
1
2 Chapter 1 The Collision of Cultures
LECTURE IDEAS
1. A lecture on Pre-Columbian America is very appropriate. Give a general
overview of the Western Hemisphere including the Inca, Maya, and
Aztec. Then focus in on the rest of North America, especially the contigu-
ous forty-eight states. Describe the wide variety of cultures that existed as
well as the various philosophies concerning shared land, governance, and
so forth. Good sources would be Alvin M. Josephy and Frederick E. Hox-
ies (eds.) America in 1492 (1993), Thomas D. Dillehays Th e Sett lement
of the Americas (2001), and Charles Manns 1491: New Revelations of the
Americas Before Columbus (2005).
2. Depending upon the size of your class, divide them up into groups and
assign each group a European country that planted colonies in the West-
ern Hemisphere (Britain, France, Spain, Portugal, the Netherlands, Rus-
sia, and so forth). Have them research their motivation, destination, and
successes or failures. Each group can also assess the long-term impact
each country had on America. Use Samuel Eliot Morisons The European
Discovery of America: The Northern Voyages (1993), The Southern Voyages
(1974), and John H. Parrys The Age of Reconnaissance: Discovery, Explora-
tion and Settlement 14501650 (1988).
3. The subject of Columbus will be of great interest to your students. You
can discuss the impact his voyages and claims had on America. Did he
discover America? What impact did he have on native populations? What
impact did he have on the European community? Th is lecture will invari-
ably lead you to a discussion on the Columbian Exchange. See William
D. Phillips Jr. and Carla Rahn Phillipss The Worlds of Christopher Columbus
(1992), Kirkpatrick Saless The Conquest of Paradise: Christopher Colum-
bus and the Columbian Legacy (1990), and Alfred W. Crosbys The Colum-
bian Exchange (1972).
4. A discussion about Native American/Eu ropean relations would be rec-
ommended following your lecture on the Eu ropean arrival in the Ameri-
cas. Th is will allow you to establish a comparison of Native American
and Eu ropean cultures and beliefs. Take your students on a journey.
Have some of them research the Eu ropean mind-set on land ownership,
4 Chapter 1 The Collision of Cultures
PRACTICING CITIZENSHIP
Th is chapter emphasizes the great success of Indians as farmers and the contri-
bution their crops made to the world once they were introduced to Europeans.
Americans are becoming more and more conscious today of the economic,
environmental, and nutritional benefits of growing our own food. To make a
contribution in this area, see if your college has a learning garden. If so, volun-
teer to do some work in it and discover the joy of eating something you have
personally grown or the joy of producing food for the community. If not, peti-
tion college administrators about dedicating some land for this purpose and
get a learning garden program started. Find a local community gardening asso-
ciation and see how you can get involved in its activities. As much as possible,
grow Native American crops like corn, beans, gourds, or tomatoes.
Chapter 1 The Collision of Cultures 5
CONCEPT MAP
I. Pre-Columbian Indian civilizations
A. Possible origins of the American Indian
1. Siberia
2. Southwestern Europe
B. North American Indian cultures
1. Adena-Hopewell peoples
2. Mississippian culture
3. Southwest Indiansthe Anasazis
C. Native Americans in 1500
1. Shared att ributes and assumptions
2. Eastern Woodlands peoples
3. Plains nomads
4. Pacific coast tribes
5. Trauma and resilience when Europeans arrive
TRUE/FALSE QUESTIONS
1. The most advanced Indian civilizations were found north of Mexico.
ANS: F
TOP: North American Indian cultures (I.B)
REF: Page 6
2. Unlike the Mayas and the Aztecs, Indians living north of Mexico
practiced no agriculture.
ANS: F
TOP: Native Americans in 1500 (I.C)
REF: Page 6
3. Many of the New Worlds early explorers were looking for a shorter and
safer route to the Orient.
ANS: T
TOP: The appeal of Asia (II.B)
REF: Page 9
4. The marriage of Ferdinand and Isabella formed the nation of Spain.
ANS: T
TOP: The voyages of Christopher Columbus (II.C)
REF: Page 9
5. The New World was named for the Italian explorer Amerigo Vespucci.
ANS: T
TOP: Amerigo Vespucci (II.C.1)
REF: Page 11
6. The horse was the only domestic four-legged animal in the New World
before the arrival of the Europeans.
ANS: F
TOP: Plants and animals (II.D.1)
REF: Page 11
7. Smallpox was the deadliest disease the Europeans unleashed among the
Indians.
ANS: T
TOP: Diseases unleashed (II.D.3)
REF: Page 12
Chapter 1 The Collision of Cultures 7
8. Spain left litt le cultural imprint on its former possessions in what is now
the United States.
ANS: F
TOP: Lasting imprint of Spanish culture (III.G)
REF: Page 16
9. The presence of horses greatly disrupted the ecology of the Great
Plains.
ANS: T
TOP: The Spanish Southwest (III.I)
REF: Page 19
10. The Pueblo Revolt of 1680 permanently expelled the Spaniards from
New Mexico.
ANS: F
TOP: The Spanish Southwest (III.I)
REF: Page 19
11. Spanish priests were willing to risk martyrdom in order to convert
the Indians.
ANS: T
TOP: Christian Europe (IV)
REF: Page 21
12. Jolliet and Marquette were French explorers of the Mississippi.
ANS: T
TOP: French efforts (V.A)
REF: Page 21
13. John Hawkins and Francis Drake were famous English sea dogges.
ANS: T
TOP: British effort (V.C)
REF: Page 23
14. The Dutch became Spains greatest allies in their fight against the
Protestant English.
ANS: F
TOP: Challenge to the Spanish Empire (V)
REF: Page 23
15. The defeat of the Spanish Armada encouraged the English to embark
upon New World colonization.
ANS: T
TOP: British effort (V.C)
REF: Page 23
8 Chapter 1 The Collision of Cultures
MULTIPLE-CHOICE QUESTIONS
1. Scholars believe that Paleo-Indians migrated from Asia into North
America:
A. in response to global warming
B. at least 12,000 to 15,000 years ago
C. shortly before Columbuss arrival
D. in search of gold and silver
E. in search of a disease-free environment
ANS: B
TOP: Siberia (I.A.1)
REF: Page 5
OBJ: Factual
2. All of the following could have been found among pre-Columbian
Indians of North America EXCEPT:
A. slavery
B. cannibalism
C. communal living
D. isolation from nature
E. respect for elders
ANS: D
TOP: North American Indian cultures (I.B)
REF: Page 6
OBJ: Factual
3. The most impressive remains of the Adena-Hopewell Indian culture of
the Midwest are:
A. large earthworks and burial mounds
B. pyramids
C. multistory dwellings built on hillsides
D. extensive canals
E. aqueducts and dams
ANS: A
TOP: Adena-Hopewell peoples (I.B.1)
REF: Page 6
OBJ: Factual
Chapter 1 The Collision of Cultures 9
16. Which of the following foods did Europeans introduce to the New
World?
A. beans
B. corn
C. potatoes
D. squash
E. rice
ANS: E
TOP: Plants and animals (II.D.1)
REF: Page 11
OBJ: Factual
17. Which of the following animals were NOT found in the New World
before the Europeans came?
A. flying squirrels and catfish
B. bison and opossums
C. sheep and pigs
D. turkeys and llamas
E. ratt lesnakes and iguanas
ANS: C
TOP: Plants and animals (II.D.1)
REF: Page 11
OBJ: Applied
18. Food crops exported from the Americas:
A. were more valuable to Europeans than gold or silver
B. eventually fed much of the world
C. included the meat of catt le and pigs
D. made Spain the most powerful nation in Europe
E. included commodities like rice and wheat previously unknown
in Europe
ANS: B
TOP: The great biological exchange (II.D)
REF: Page 12
OBJ: Applied
Chapter 1 The Collision of Cultures 13
23. One huge advantage Europeans had when they fought Indians was:
A. greater fighting skill
B. superior generalship
C. greater religious zeal
D. greater physical size and strength
E. steel weapons, fi rearms, and horses
ANS: E
TOP: European advantages (III.C)
REF: Page 13
OBJ: Applied
24. All of the following are true of Tenochtitln EXCEPT:
A. it was the Aztec capital
B. it had impressive canals and buildings
C. it is the site today of Mexico City
D. it was small by European standards
E. Corts fi rst entered it peacefully
ANS: D
TOP: European advantages (III.C)
REF: Page 14
OBJ: Factual
25. In defeating the Aztecs, Corts had the significant help of:
A. favorable weather
B. Indian allies
C. the peaceful nature of the Aztecs
D. his huge army of Spanish soldiers
E. the Aztecss own lack of civilization
ANS: B
TOP: Hernando Corts and conquest of the Aztecs (III.D)
REF: Page 14
OBJ: Factual
26. Pizarros achievement in 1531 was to conquer:
A. the Yucatan
B. Guatemala
C. Peru
D. Cuba
E. California
ANS: C
TOP: Pizarro conquers Peru (III.E)
REF: Page 15
OBJ: Factual
Chapter 1 The Collision of Cultures 15
30. The parts of the United States once ruled by Spain are known as:
A. the Spanish borderlands
B. Greater Spain
C. the Hispanic Southwest
D. Northern Mexico
E. the Spanish Main
ANS: A
TOP: Lasting imprint of Spanish culture (III.G)
REF: Page 16
OBJ: Factual
31. The major reason Spain established many of its sett lements in the
current-day United States was to:
A. protect its claims from other European rivals
B. fi nd living space for its surplus population
C. exploit rich deposits of gold and silver
D. spread its culture over wider and wider areas
E. establish trade relations with local Indians
ANS: A
TOP: Spanish explorations and sett lements (III.H)
REF: Page 16
OBJ: Conceptual
32. The presidios established by the Spaniards in the Southwest housed:
A. missionaries
B. sett lers
C. soldiers
D. ranchers
E. explorers
ANS: C
TOP: The Spanish Southwest (III.I)
REF: Page 18
OBJ: Factual
33. The original Spanish sett lement of New Mexico:
A. sought to Christianize Plains tribes like the Apaches
B. was enriched by discoveries of gold and silver
C. ended when Santa Fe was abandoned in 1620
D. was led by Juan de Oate
E. soon had a larger population than Mexico City
ANS: D
TOP: The Spanish Southwest (III.I)
REF: Page 18
OBJ: Conceptual
Chapter 1 The Collision of Cultures 17
42. A major impetus for the initial French sett lement of Canada was:
A. war with Spain
B. the discovery of gold and silver
C. the fertile soil along its major rivers
D. a need to fi nd a home for French Protestants
E. the fur trade with the Indians
ANS: E
TOP: French efforts (V.A)
REF: Page 21
OBJ: Conceptual
43. La Salles great achievement was to:
A. discover the Great Lakes
B. follow the Mississippi to the Gulf of Mexico
C. establish New Orleans
D. convert thousands of Indians to Christianity
E. explore and map western Canada
ANS: B
TOP: French efforts (V.A)
REF: Page 23
OBJ: Factual
44. The English sea dogges were essentially:
A. slave traders
B. explorers
C. missionaries
D. pirates
E. deep-sea fishermen
ANS: D
TOP: British effort (V.C)
REF: Page 23
OBJ: Factual
45. The Spanish Armada:
A. attempted to invade England
B. was a treasure fleet attacked by the English
C. was destroyed by a storm before it left Spain
D. caused Spain to give up New World colonization as a result of its defeat
E. broke English naval power for a century
ANS: A
TOP: British effort (V.C)
REF: Page 23
OBJ: Factual
20 Chapter 1 The Collision of Cultures
46. A major reason for the defeat of the Spanish Armada was:
A. storms at sea
B. Queen Elizabeths brilliance as a naval strategist
C. the cowardice of the Spanish captains
D. the greater size of the English vessels
E. inaccurate Spanish maps and compasses
ANS: A
TOP: British effort (V.C)
REF: Page 23
OBJ: Conceptual
ESSAY QUESTIONS
1. Describe the development of Spanish rule over its territory in America.
2. In 1600, which European nation seemed to have the best chance at even-
tually controlling what is now the United States? Why?
3. Explain the origins of the American Indians and compare the general
cultures that they developed in South, North, and Central America.
4. Explain the various factors of the European Renaissance that prompted
and promoted the exploration and sett lement of the New World.
5. The title of this chapter is The Collision of Cultures. In what ways is
this phrase an accurate assessment of the early relationship between the
Old World and the New World?
6. Discuss the voyages of Columbus. What motivated him, and what did he
accomplish on each trip? How did Columbus deal with those who
doubted his claims?
7. Describe the great biological exchange between the Old and New Worlds.
Discuss what each world gained from the other.
8. Explain the impact of the Protestant Reformation on the sett lement of
the Western Hemisphere.
9. Discuss the impact of horses on the Great Plains. Be sure to include
short-term as well as long-term consequences.
10. Describe the various challenges to the Spanish Empire.
Chapter 1 The Collision of Cultures 21
MATCHING QUESTIONS
A) conquered the Incan Empire
B) sought the fountain of youth in Florida
C) was a Venetian who sailed to North America for England
D) was stoned to death by his own people
E) captained the Santa Maria
F) led fi rst French effort to colonize the New World
G) was the Spanish ruler in New Mexico
H) ordered the beheading of Mary, Queen of Scots
I) led an army of 800 into Mexico in 1519
J) was Queen Elizabeths greatest foreign rival
1. Ponce de Len
ANS: B
2. Jacques Cartier
ANS: F
3. Christopher Columbus
ANS: E
4. Queen Elizabeth
ANS: H
5. Philip II
ANS: J
6. Corts
ANS: I
7. Montezuma
ANS: D
8. John Cabot
ANS: C
9. Juan de Oate
ANS: G
10. Francisco Pizarro
ANS: A
CHAPTER 2
CHAPTER OUTLINE
I. Sett lement of the British colonies
A. Raleighs failed effort at Roanoke Island
B. Virginia
1. James I charters the Virginia Company
2. The Irish model of colonization
3. Founding of Jamestown
4. Powhatan and the Virginia Indians
5. Captain John Smith
6. Tobacco
7. Pocahontas
8. The headright policy
9. Events of 1619
10. Indian massacre killed 350 colonists
11. Stability as a royal colony
C. Maryland
1. The Calverts
2. Colonial government and tobacco economy
D. Plymouth
1. Differences between New England colonists and the
Chesapeake Bay colonists
2. New Englands divine mission
3. The Pilgrims
22
Chapter 2 Britain and Its Colonies 23
H. Georgia
1. Philanthropic experiment and military buffer
2. James Oglethorpe founds Savannah
3. Subsequent development of the colony
LECTURE IDEAS
1. Convey to your students the difficulty and danger of establishing New
World colonies by giving a lecture on two of the more important failures:
Vinland and Roanoke. David Beers Quinns North America from Earliest
Discovery to First Settlements: The Norse Voyages to 1612 (1977) is excel-
lent for both efforts as is Tony Horwitzs more subjective A Voyage Long
and Strange: On the Trail of Vikings, Conquistadors, Lost Colonists, and
Other Adventurers in Early America (2008). Finally, Jared Diamonds Col-
lapse (2004) in its examination of the Viking debacle in Greenland con-
tains some thoughts on Vinland as well.
2. Use the biographical approach to examine the founding of Jamestown
and Virginia by examining the incredible life and contributions of Cap-
tain John Smith. See Alden Vaughans American Genesis: Captain John Smith
and the Founding of Virginia (1975) and David Prices Love and Hate in
Jamestown: John Smith, Pocahontas, and the Start of a New Nation (2003).
Terence Malicks 2005 fi lm The New World is too long to be effective in its
entirety for classroom use, but it does have its teachable moments, espe-
cially in its depictions of fi rst encountersboth that of the English with
Virginia and of Pocahontas when she sailed to England.
3. It would be useful to discuss the various Native American tribes that the
British encountered in the American colonies. A discussion on the initial
reactions of the various tribes as the British advanced their colonies could
stimulate great discussion. Assign groups a region and ask students to
examine the relationship between native and British populations. Have a
class discussion on their fi ndings. See James Axtells The Europeans and
the Indian (1981) and Edward Countrymans Americans: A Collision of
Histories (1996).
4. Students should have a clear understanding of the joint-stock company
and the whole concept of mercantilism. An overview of British economic
history would be a good starting point emphasizing these two topics.
You can even expand your lecture to show the relationship of these two
economic topics and the birth of capitalism. Some good sources are
Chapter 2 Britain and Its Colonies 25
PRACTICING CITIZENSHIP
Th is chapter details the effort of English Puritans and Pilgrims to establish
Christian commonwealths in New England which they hoped might serve as
model societies. Many historians have argued that the ongoing tendency of
Americans to view the United States as a nation that has a special calling to
serve as an example for the rest of humanity is rooted in the Puritans and this
missionary idealism. Organize a discussion over pizza or coffee with some
classmates and members of the community in which you examine whether
this American sense of mission is still alive and debate its positive and
negative consequences for the United States and the world. Begin by reading
and analyzing John Winthrops sermon A Modell of Christian Charity.
Then read the inaugural address of at least one recent president from Reagan
to Obama to see whether and to what purpose any of Winthrops themes are
sounded. You might also Google the phrase city on a hill to fi nd some
recent ways this language has been employed.
26 Chapter 2 Britain and Its Colonies
CONCEPT MAP
I. Sett lement of the British colonies
A. Roanoke Island
B. Virginia
1. James I charters the Virginia Company
2. The Irish model of colonization
3. Jamestown
4. Powhatan and the Virginia Indians
5. Captain John Smith
6. Tobacco
7. The headright policy
8. Events of 1619
9. Indian massacre of 1622
10. Stability as a royal colony
C. Maryland
D. Plymouth
1. Differences between colonists
2. New Englands divine mission
3. The Pilgrims
4. William Bradford
5. The Mayflower Compact
6. Plymouth sett lement
E. Massachusetts Bay
1. The Puritans
2. The Massachusetts Bay Company
3. John Winthrop
4. Trading company
F. Rhode Island
G. Connecticut
H. New Hampshire and Maine
D. New York
1. Dutch successes
2. Origin as New Netherland
3. British takeover
4. First arrival of Jews
5. The Iroquois League
E. New Jersey
F. Pennsylvania
G. Delaware
H. Georgia
TRUE/FALSE QUESTIONS
1. Governor John White was among the Roanoke colonists who
disappeared.
ANS: F
TOP: Roanoke Island (I.A)
REF: Page 26
2. The Virginia Company of Plymouth brought the Puritans to
Massachusetts Bay.
ANS: F
TOP: Virginia (I.B)
REF: Page 27
3. The fi rst blacks in British America were brought to Virginia.
ANS: T
TOP: Events of 1619 (I.B.8)
REF: Page 29
4. Due to its harsh winters, New Englands death rate was higher than that
of Maryland or Virginia.
ANS: F
TOP: Sett lement of the British colonies (I)
REF: Page 31
5. The Plymouth colony was established by a group of English Separatists.
ANS: T
TOP: Plymouth (I.D)
REF: Page 32
28 Chapter 2 Britain and Its Colonies
14. William Penn not only owned Pennsylvania but ran it as an absolute
dictator.
ANS: F
TOP: Pennsylvania (III.F)
REF: Page 51
15. Delaware was originally part of Pennsylvania.
ANS: T
TOP: Delaware (III.G)
REF: Page 51
MULTIPLE-CHOICE QUESTIONS
1. The English attempt to establish a colony on Roanoke Island
resulted in:
A. a severe blow to Spanish power
B. a permanent English presence in North America
C. a severe blow to English power
D. the execution of Sir Walter Raleigh
E. the disappearance of the colonists
ANS: E
TOP: Roanoke Island (I.A)
REF: Page 26
OBJ: Applied
2. The stockholders who invested in the Virginia Company were
motivated primarily by:
A. religion
B. a spirit of adventure
C. curiosity about the New World
D. personal loyalty to James I
E. fi nancial profit
ANS: E
TOP: James I charters the Virginia Company (I.B.1)
REF: Page 27
OBJ: Applied
30 Chapter 2 Britain and Its Colonies
3. For the English preparing to colonize America, one model of sett lement
was provided by their countrys prior experience in:
A. Africa
B. Scotland
C. Iceland
D. Ireland
E. the Canary Islands
ANS: D
TOP: The Irish model of colonization (I.B.2)
REF: Page 27
OBJ: Factual
4. One of the important factors aiding the survival of the early Jamestown
sett lers was:
A. the large sums of money that were used to bring additional supplies
to them regularly
B. their willingness to work hard and sacrifice for the good of the
whole colony
C. the assistance they received from the Indians
D. the lack of the diseases and hardships that affl icted other colonies
E. the democratic government established by the Virginia Company
ANS: C
TOP: Powhatan and the Virginia Indians (I.B.4)
REF: Page 28
OBJ: Applied
5. As Jamestowns leader, Captain John Smith:
A. made the colony a democracy
B. tried to wipe out Powhatans Confederacy
C. made the colonists work in order to eat
D. argued that the colony should be abandoned
E. discovered deposits of gold and silver
ANS: C
TOP: Captain John Smith (I.B.5)
REF: Page 29
OBJ: Factual
Chapter 2 Britain and Its Colonies 31
13. The early sett lers of New England differed from those of the
Chesapeake in that they were primarily:
A. English
B. Protestant
C. white
D. middle-class
E. male
ANS: D
TOP: Differences between colonists (I.D.1)
REF: Page 31
OBJ: Applied
14. The English Puritans:
A. converted James I to their perspective
B. rejected the doctrines of Martin Luther
C. opposed Catholic elements in the Church of England
D. believed in religious freedom
E. believed people could be saved by their own actions, not just by
Gods grace
ANS: C
TOP: New Englands divine mission (I.D.2)
REF: Page 32
OBJ: Factual
15. All of the following are true of the Pilgrims EXCEPT that they:
A. established the Plymouth colony
B. based their initial colonial government on the Mayflower Compact
C. were Separatists who had abandoned the Church of England
D. originally fled to Holland
E. were a sect of radical Catholics
ANS: E
TOP: The Pilgrims (I.D.3)
REF: Page 32
OBJ: Factual
34 Chapter 2 Britain and Its Colonies
16. The leader of the Pilgrims who established the Plymouth colony was:
A. John Winthrop
B. William Bradford
C. Roger Williams
D. Lord Baltimore
E. John Calvin
ANS: B
TOP: William Bradford (I.D.4)
REF: Page 32
OBJ: Factual
17. The Mayflower Compact:
A. completely separated civil and church governments
B. was developed by sett lers in Massachusetts Bay
C. provided the original government for the Plymouth colony
D. called for total religious toleration
E. originated in the House of Commons
ANS: C
TOP: The Mayflower Compact (I.D.5)
REF: Page 32
OBJ: Factual
18. The colony founded on Massachusetts Bay in 1630:
A. was strictly a money-making enterprise
B. banned Puritans and Pilgrims
C. soon was much bigger than the Plymouth colony
D. was the fi rst permanent English sett lement in North America
E. was governed by company directors in London
ANS: C
TOP: Massachusetts Bay (I.E)
REF: Page 33
OBJ: Factual
19. When Massachusetts leader John Winthrop spoke of a city upon a hill
he was referring to that colonys desire to:
A. be fi nancially successful
B. become independent of England
C. serve as a model Christian community
D. establish an ideal government
E. convert the Indians to Christianity
ANS: C
TOP: John Winthrop (I.E.3)
REF: Page 33
OBJ: Applied
Chapter 2 Britain and Its Colonies 35
20. After 1644, the right to vote in Massachusetts Bay was restricted to
those who:
A. owned 100 acres of land
B. had come in the fi rst voyage from Britain
C. were literate and had good moral character
D. had been listed as freemen in the original charter
E. were members of a Puritan church
ANS: E
TOP: Trading company (I.E.4)
REF: Page 35
OBJ: Factual
21. The General Court in Massachusetts:
A. was run by a handful of aristocrats
B. was comprised of the colonys leading ministers
C. was comprised of the governor and his top three assistants
D. was roughly equivalent to the English Parliament
E. met only in times of emergency
ANS: D
TOP: Massachusetts Bay (I.E)
REF: Page 35
OBJ: Factual
22. Roger Williams founded Rhode Island after he:
A. devoted himself to converting the Indians
B. decided he was no longer a Christian
C. had been banished from Massachusetts for his religious opinions
D. led a rebellion against the government of Massachusetts
E. discovered it had the best farmland in New England
ANS: C
TOP: Rhode Island (I.F)
REF: Page 36
OBJ: Factual
36 Chapter 2 Britain and Its Colonies
23. Roger Williamss mistrust of the purity of others eventually led him to
the belief that:
A. all churches were equally valid
B. there should be complete separation of church and state
C. the government must direct actions of the church to assure its purity
D. only those people who believed exactly as he did could be saved
E. everyone has an equal chance for salvation
ANS: B
TOP: Rhode Island (I.F)
REF: Page 36
OBJ: Applied
24. Anne Hutchinson was kicked out of Massachusetts for:
A. challenging the authority of local ministers
B. championing equal rights for women
C. insufficient knowledge of the Bible
D. believing good works would earn a place in heaven
E. refusing to uphold the Sabbath
ANS: A
TOP: Rhode Island (I.F)
REF: Page 37
OBJ: Factual
25. Anne Hutchinson ultimately:
A. was killed by Indians
B. became a beloved Puritan minister
C. helped Roger Williams govern Rhode Island
D. was recognized as a saint
E. renounced religion
ANS: A
TOP: Rhode Island (I.F)
REF: Page 37
OBJ: Factual
26. All of the following are true of Connecticut EXCEPT that it:
A. was founded by Massachusetts Puritans
B. eventually included the sett lement of New Haven
C. recognized Congregationalism as the official religion
D. defi ned itself as a Christian Commonwealth
E. originally included New Hampshire and Maine
ANS: E
TOP: Connecticut (I.G)
REF: Page 38
OBJ: Factual
Chapter 2 Britain and Its Colonies 37
35. The major reason Charles II decided to wrest New Netherland from the
Dutch was the threat of that colonys:
A. commercial success
B. ethnic diversity
C. religious freedom
D. form of government
E. manufacturing sector
ANS: A
TOP: Origin as New Netherland (III.D.2)
REF: Page 45
OBJ: Applied
36. The Dutch claim to New Netherland went back to:
A. their military conquest of Manhattan
B. the explorations of Henry Hudson in the early 1600s
C. the Pope allott ing it to them in the era of Columbus
D. the visits of Dutch fishermen in the 1500s
E. the efforts of Dutch missionaries to convert the Iroquois
ANS: B
TOP: Origin as New Netherland (III.D.2)
REF: Page 45
OBJ: Factual
37. The fi rst Jews in the colonies:
A. were wealthy
B. soon became very numerous
C. arrived in New Netherland
D. found quick acceptance from Christians
E. migrated to Massachusetts
ANS: C
TOP: First arrival of Jews (III.D.4)
REF: Page 46
OBJ: Factual
40 Chapter 2 Britain and Its Colonies
38. The various Iroquois tribes warred against tribes such as the Hurons
and Eries to:
A. secure control of the beaver trade
B. impress the English and the Dutch
C. impose their culture on their traditional enemies
D. replace their population lost to disease
E. improve their fighting skills
ANS: A
TOP: The Iroquois League (III.D.5)
REF: Page 48
OBJ: Conceptual
39. The Iroquois:
A. was a group of five Indian tribes that united to fight the Dutch
sett lers who invaded their homeland
B. controlled much of eastern North America during the second half
of the seventeenth century
C. were known for their pacifism, even in the face of almost certain
destruction
D. developed a written language and a constitutional government
E. consistently supported the French over the English
ANS: B
TOP: The Iroquois League (III.D.5)
REF: Page 48
OBJ: Factual
40. All of the following are true of the English Quakers EXCEPT that they:
A. were pacifists
B. refused to take oaths
C. suffered great persecution
D. followed charismatic preachers
E. counted William Penn among their number
ANS: D
TOP: Pennsylvania (III.F)
REF: Page 49
OBJ: Factual
Chapter 2 Britain and Its Colonies 41
ESSAY QUESTIONS
1. Do there seem to be connections between a colonys purpose and its
success? That is, what type of colony seemed most apt to succeed? What
type seemed most likely to fail?
Chapter 2 Britain and Its Colonies 43
MATCHING QUESTIONS
A) Connecticut
B) Georgia
C) Maryland
D) Massachusetts Bay
E) New Jersey
F) New Netherland
G) Pennsylvania
H) Plymouth
I) Rhode Island
J) Virginia
1. William Bradford
ANS: H
2. Lord Baltimore
ANS: C
44 Chapter 2 Britain and Its Colonies
3. Thomas Hooker
ANS: A
4. George Carteret
ANS: E
5. Peter Minuit
ANS: F
6. James Oglethorpe
ANS: B
7. William Penn
ANS: G
8. John Smith
ANS: J
9. Roger Williams
ANS: I
10. John Winthrop
ANS: D