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1 | |
The American colonies were more like each other than England in every way EXCEPT: |
| | A) | they had to deal with a wild physical environment. |
| | B) | they had to deal with Indian tribes as neighbors. |
| | C) | they had to deal with religious disputes. |
| | D) | they had to deal with an ethnically and racially diverse population. |
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2 | |
During the seventeenth century, at least three-fourths of the immigrants who came to the Chesapeake colonies came as: |
| | A) | slaves. |
| | B) | artisans. |
| | C) | indentured servants. |
| | D) | convicts. |
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3 | |
The high mortality rate in the southern colonies had the effect of: |
| | A) | weakening the traditional patriarchal family structure. |
| | B) | creating significant labor shortages in New England. |
| | C) | making it difficult for women to find husbands. |
| | D) | keeping the birth rate low. |
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4 | |
In the Puritan colonies, the principal economic and religious unit in the community was the: |
| | A) | family. |
| | B) | meeting house. |
| | C) | town meetings. |
| | D) | small farm. |
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5 | |
The mid-1690s marked a turning point in the history of the black population in America because: |
| | A) | planters from Barbados came to Carolina. |
| | B) | slavery was introduced in Georgia. |
| | C) | Massachusetts and Rhode Island abolished slavery. |
| | D) | the Royal Africa Company lost its monopoly. |
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6 | |
The one factor which determined whether a person was subject to the slave codes in the British American colonies was: |
| | A) | their country of origin. |
| | B) | the ancestry of their father. |
| | C) | the ancestry of their mother. |
| | D) | Color. |
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7 | |
Historian Edmund S. Morgan argued that the institutionalization of African slavery in America reflected: |
| | A) | an effort by colonial governments to attract more white indentured servants by offering them a relatively high status. |
| | B) | the deep seated racism that white settlers had brought with them. |
| | C) | white fears of black resistance or even revolt. |
| | D) | economic and social needs for an easily recruited and controlled labor force. |
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8 | |
The most numerous of the non-English immigrants were the: |
| | A) | Scotch-Irish. |
| | B) | Pennsylvania Dutch. |
| | C) | French Huguenots. |
| | D) | Scottish Highlanders. |
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9 | |
Which of the following was not one of the reasons that Africans were so valuable to planters along the Carolina and Georgia coasts? |
| | A) | They could be forced to do work that white laborers refused to do. |
| | B) | They often came from rice-producing regions of Africa. |
| | C) | They were more accustomed to the hot and humid climate. |
| | D) | They could be counted on to work the fields without protest. |
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10 | |
Conditions for agriculture were better in the middle colonies than in most of New England because of: |
| | A) | cold weather and rocky soil. |
| | B) | more temperate weather. |
| | C) | the lack of a substantial commercial economy in the middle colonies. |
| | D) | oversupply of single male workers. |
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11 | |
The industrial activities of the Northern colonies: |
| | A) | included the growth of a iron industry supported by Parliament. |
| | B) | was primarily limited to local businesses and goods made for the home. |
| | C) | was strengthened by a surplus of labor in the colonies. |
| | D) | replaced crops as the major export items of the region. |
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12 | |
A common problem in American commerce in the seventeenth century was: |
| | A) | the lack of a commonly accepted currency. |
| | B) | an insufficient number of ships to carry colonial goods. |
| | C) | too many large companies in every colony. |
| | D) | a small, unprofitable coastal trade. |
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13 | |
The maze of highly diverse trade routes that involved the buying and selling of rum, slaves, and sugar was known as the: |
| | A) | staple system. |
| | B) | triangular trade. |
| | C) | middle passage. |
| | D) | Atlantic highway. |
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14 | |
During the seventeenth century, colonial plantations were: |
| | A) | rough and relatively small. |
| | B) | English country estates on a smaller scale. |
| | C) | seats of an entrenched, landholding aristocracy. |
| | D) | insignificant in the colonial economy. |
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15 | |
African slaves in the colonial South: |
| | A) | were rigidly separated from whites. |
| | B) | were widely scattered on small farms, seldom in contact with one another. |
| | C) | often participated in various forms of organized resistance. |
| | D) | began to develop a society and culture of their own. |
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16 | |
The characteristic social unit in New England was the: |
| | A) | isolated farm. |
| | B) | meeting house. |
| | C) | town. |
| | D) | plantation. |
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17 | |
In colonial New England, tensions between expectations of a cohesive, united community and the reality of an increasingly diverse and fluid one led to: |
| | A) | a general economic decline. |
| | B) | the witch trials. |
| | C) | a decline in piety. |
| | D) | the rise of the merchant class. |
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18 | |
Which of the following was not a function of a colonial American city? |
| | A) | They were trading centers. |
| | B) | They were centers of industry. |
| | C) | They were intellectual centers. |
| | D) | They were areas of few social distinctions. |
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19 | |
In matters of religion, Americans were: |
| | A) | less tolerant than their English counterparts. |
| | B) | more tolerant than their English counterparts. |
| | C) | more inclined to be members of an Anglican congregation. |
| | D) | unconcerned about piety, especially in New England. |
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20 | |
Which of the following was not a reason for the decline of piety in colonial America? |
| | A) | Westward migration. |
| | B) | Rise of towns. |
| | C) | Corrupt ministers. |
| | D) | The importation of Enlightenment ideas. |
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21 | |
The Great Awakening was: |
| | A) | an effort to alert colonists to British efforts to control them politically. |
| | B) | the way the Enlightenment influenced American education. |
| | C) | the opening of new commercial opportunities in the West. |
| | D) | the first great religious revival in America. |
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22 | |
Before the Revolution, American education: |
| | A) | occurred primarily at "dame schools." |
| | B) | created a white male population more literate than those of European nations. |
| | C) | allowed most white men to attend college. |
| | D) | created a more literate female than male population. |
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23 | |
Which of the following offers the best historical source of information about humor in the American colonies? |
| | A) | the Bible |
| | B) | colonial newspapers |
| | C) | almanacs |
| | D) | novels |
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24 | |
The influence of science in the colonies: |
| | A) | was limited to the universities. |
| | B) | allowed for the derision of Franklin's experiment with electricity. |
| | C) | led to the controversial and dangerous programs of inoculation against
smallpox. |
| | D) | was spurned by colonial religious leaders. |
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25 | |
During the first half of the eighteenth century, colonial legislatures were generally: |
| | A) | able to act independently of Parliament. |
| | B) | controlled by the governor. |
| | C) | free from class distinctions. |
| | D) | a reflection of democracy in their respective colonies. |
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