US A Narrative History Volume 1 And 2 8Th Edition ByJames Davidson – Test Bank

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Chapter 05 – The Mosaic of Eighteenth-Century America 1689-1768

Chapter 05

The Mosaic of Eighteenth-Century America 1689-1768

Multiple Choice Questions

1. ________ was the Spanish Empire’s last major colonial project in North America.

A. New Mexico

B. California

C. The Texas mission project

D. The Pueblos

Answer: B

Bloom’s: Remember

centuries.

Learning Objective: Explain the causes of crisis and transformation in northern New Spain in the late seventeenth and early eighteenth

Topic: Crisis and Transformation in New Spain

2. Which of the following does NOT describe the rights of married Spanish women?

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.

Answer: C

Bloom’s: Understand

centuries.

Learning Objective: Explain the causes of crisis and transformation in northern New Spain in the late seventeenth and early eighteenth

Topic: Crisis and Transformation in New Spain

3. What challenge did the Spanish face in settling California?

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

Answer: A

Bloom’s: Understand

centuries.

Learning Objective: Explain the causes of crisis and transformation in northern New Spain in the late seventeenth and early eighteenth

Topic: Crisis and Transformation in New Spain

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McGraw-Hill Education.Chapter 05 – The Mosaic of Eighteenth-Century America 1689-1768

4. Which of the following was a result of Spanish colonization of California?

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

Answer: C

Bloom’s: Understand

centuries.

Learning Objective: Explain the causes of crisis and transformation in northern New Spain in the late seventeenth and early eighteenth

Topic: Crisis and Transformation in New Spain

5. Which of the following BEST characterizes the French relationship with native people in

eighteenth-century New France?

A. conflict

B. domination

C. subordination

D. compromise

Answer: D

Bloom’s: Understand

centuries.

Learning Objective: Explain the causes of crisis and transformation in northern New Spain in the late seventeenth and early eighteenth

Topic: Crisis and Transformation in New Spain

6. Why were the French less likely than the British to use military force when dealing with the

native people of North America?

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.

Answer: A

Bloom’s: Understand

Learning Objective: Identify and discuss the key features of exploration and colonization in eighteenth-century New France.

Topic: Eighteenth-Century New France

7. Why did French authorities stop importing slaves into Louisiana in the first half of the

eighteenth century?

A. because they were profoundly against the institution of slavery

B. because the costly Natchez rebellion 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

Answer: B

Bloom’s: Understand

Learning Objective: Identify and discuss the key features of exploration and colonization in eighteenth-century New France.

Topic: Eighteenth-Century New France

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McGraw-Hill Education.Chapter 05 – The Mosaic of Eighteenth-Century America 1689-1768

8. The three largest groups of non-English immigrants coming to the American colonies in the

1700s were

A. Africans, Scots-Irish, and Germans.

B. Africans, Germans, and Dutch.

C. Scots-Irish, Dutch, and Africans.

D. Scots-Irish, Germans, and Dutch.

Answer: A

Bloom’s: Remember

Learning Objective: Analyze the important forces of division in late eighteenth-century British North America.

Topic: Forces of Division in British North America

9. Which of the following is NOT one of the reasons the American population grew

dramatically in the 1700s?

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

Answer: C

Bloom’s: Understand

Learning Objective: Analyze the important forces of division in late eighteenth-century British North America.

Topic: Forces of Division in British North America

10. 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 _______.

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

Answer: A

Bloom’s: Remember

Learning Objective: Analyze the important forces of division in late eighteenth-century British North America.

Topic: Forces of Division in British North America

11. Where in the South did most black Americans live and work?

A. inland plantations

B. along the seaboard

C. in the backcountry

D. the piedmont

Answer: B

Bloom’s: Remember

Learning Objective: Compare and discuss slave societies across the eighteenth-century South.

Topic: Slave Societies in the Eighteenth-Century South

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McGraw-Hill Education.Chapter 05 – The Mosaic of Eighteenth-Century America 1689-1768

12. In what time frame was the greatest number of African slaves imported into the

Chesapeake and Carolina regions?

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

Answer: C

Bloom’s: Remember

Learning Objective: Compare and discuss slave societies across the eighteenth-century South.

Topic: Slave Societies in the Eighteenth-Century South

13. The society of the eighteenth-century backcountry was characterized by all of the

following EXCEPT

A. hard work.

B. self-sufficiency.

C. isolation.

D. class conflict.

Answer: D

Bloom’s: Understand

Learning Objective: Analyze the important forces of division in late eighteenth-century British North America.

Topic: Forces of Division in British North America

14. What was the primary reason so many families migrated into the backcountry?

A. to escape governmental authority

B. to worship in freedom

C. to find a healthier environment

D. to obtain cheap land

Answer: D

Bloom’s: Understand

Learning Objective: Analyze the important forces of division in late eighteenth-century British North America.

Topic: Forces of Division in British North America

15. Which group dominated the political and economic life of the seaport towns?

A. descendants of the original founding families

B. the numerous middle-class artisans

C. merchants

D. aristocratic crown officials

Answer: C

Bloom’s: Remember

Learning Objective: Analyze the important forces of division in late eighteenth-century British North America.

Topic: Forces of Division in British North America

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McGraw-Hill Education.Chapter 05 – The Mosaic of Eighteenth-Century America 1689-1768

16. The colonial seaports were not only the centers for overseas trade; they were also the

places where

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.

Answer: A

Bloom’s: Understand

Learning Objective: Analyze the important forces of division in late eighteenth-century British North America.

Topic: Forces of Division in British North America

17. In the mid-1700s, slaves in the seaport cities

A. often gained their freedom.

B. were practically nonexistent.

C. were likely to be recent arrivals from Africa.

D. frequently fought for their freedom.

Answer: C

Bloom’s: Understand

Learning Objective: Analyze the important forces of division in late eighteenth-century British North America.

Topic: Forces of Division in British North America

18. In the mid-1700s, slaves on southern plantations

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.

Answer: A

Bloom’s: Remember

Learning Objective: Compare and discuss slave societies across the eighteenth-century South.

Topic: Slave Societies in the Eighteenth-Century South

19. Unlike slaves on Carolina plantations, those in the Chesapeake

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.

Answer: C

Bloom’s: Remember

Learning Objective: Compare and discuss slave societies across the eighteenth-century South.

Topic: Slave Societies in the Eighteenth-Century South

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McGraw-Hill Education.Chapter 05 – The Mosaic of Eighteenth-Century America 1689-1768

20. Which of the following statements is true about slave communities on southern

plantations?

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.

Answer: D

Bloom’s: Understand

Learning Objective: Compare and discuss slave societies across the eighteenth-century South.

Topic: Slave Societies in the Eighteenth-Century South

21. Which of the following was most likely true of Americans who were influenced by the

Enlightenment?

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.

Answer: B

Bloom’s: Understand

culture.

Learning Objective: Explain and compare the impact of the Enlightenment and the First Great Awakening on colonial American society and

Topic: Enlightenment and Awakening in America

22. The doctrine known as “rational Christianity” stressed which of the following beliefs?

A. predestination

B. conversion

C. the benevolence of God

D. the reasons for innate human sinfulness

Answer: C

Bloom’s: Remember

culture.

Learning Objective: Explain and compare the impact of the Enlightenment and the First Great Awakening on colonial American society and

Topic: Enlightenment and Awakening in America

23. Regarding the effects of the Great Awakening, all of the following are correctly stated,

EXCEPT that

A. Americans became more sharply polarized along religious lines.

B. many westerners embraced evangelical Protestantism and swelled the denominations of the

Baptists and the Presbyterians.

C. many urban easterners embraced evangelical Protestantism and thus swelled such

denominations as Quakers and Anglicans.

D. it caused many northern churches to bicker and splinter.

Answer: C

Bloom’s: Understand

culture.

Learning Objective: Explain and compare the impact of the Enlightenment and the First Great Awakening on colonial American society and

Topic: Enlightenment and Awakening in America

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McGraw-Hill Education.Chapter 05 – The Mosaic of Eighteenth-Century America 1689-1768

24. The Great Awakening can best be described by which of the following statements?

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.

Answer: D

Bloom’s: Understand

culture.

Learning Objective: Explain and compare the impact of the Enlightenment and the First Great Awakening on colonial American society and

Topic: Enlightenment and Awakening in America

25. One of the important distinctions between eighteenth-century English and American social

structures was that

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.”

Answer: D

Bloom’s: Understand

Learning Objective: Outline and understand key features of the Anglo-American worlds of the eighteenth century.

Topic: Anglo-American Worlds of the Eighteenth Century

26. The theory of the “balanced constitution” refers to

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.

Answer: B

Bloom’s: Understand

Learning Objective: Outline and understand key features of the Anglo-American worlds of the eighteenth century.

Topic: Anglo-American Worlds of the Eighteenth Century

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McGraw-Hill Education.Chapter 05 – The Mosaic of Eighteenth-Century America 1689-1768

Fill in the Blank Questions

27. Nowhere did the French seem more menacing than in _______, one of the most important

blank spots on Spanish maps.

Answer: Texas

Bloom’s: Remember

centuries.

Learning Objective: Explain the causes of crisis and transformation in northern New Spain in the late seventeenth and early eighteenth

Topic: Crisis and Transformation in New Spain

28. The Native American people that integrated European horses into their lives and became

formidable equestrian warriors were known by their enemies as the _______.

Answer: Comanche

Bloom’s: Remember

centuries.

Learning Objective: Explain the causes of crisis and transformation in northern New Spain in the late seventeenth and early eighteenth

Topic: Crisis and Transformation in New Spain

29. Despite grand colonial claims, most eighteenth-century French Americans lived along the

________ River.

Answer: St. Lawrence

Bloom’s: Remember

Learning Objective: Identify and discuss the key features of exploration and colonization in eighteenth-century New France.

Topic: Eighteenth-Century New France

30. The Great ________ is the term used to describe periods of intense religious piety among

Americans that fueled the expansion of Protestant churches.

Answer: Awakening

Bloom’s: Remember

culture.

Learning Objective: Explain and compare the impact of the Enlightenment and the First Great Awakening on colonial American society and

Topic: Enlightenment and Awakening in America

31. The ________ was an intellectual movement in both Europe and America that celebrated

the power of human reason.

Answer: Enlightenment

Bloom’s: Remember

culture.

Learning Objective: Explain and compare the impact of the Enlightenment and the First Great Awakening on colonial American society and

Topic: Enlightenment and Awakening in America

32. The “boy preacher” from England who stirred revival fires up and down the colonial

seaboard was George _______.

Answer: Whitefield

Bloom’s: Remember

culture.

Learning Objective: Explain and compare the impact of the Enlightenment and the First Great Awakening on colonial American society and

Topic: Enlightenment and Awakening in America

5-8

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McGraw-Hill Education.Chapter 05 – The Mosaic of Eighteenth-Century America 1689-1768

33. The English Parliament’s unofficial policy of benign ________ allowed economic growth

and political autonomy in the American colonies.

Answer: neglect

Bloom’s: Remember

Learning Objective: Outline and understand key features of the Anglo-American worlds of the eighteenth century.

Topic: Anglo-American Worlds of the Eighteenth Century

Essay Questions

34. 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.

Answer: Answers will vary.

Bloom’s: Understand

Learning Objective: Analyze the important forces of division in late eighteenth-century British North America.

Topic: Forces of Division in British North America

35. Compare and contrast the character of backcountry settlements with that of older rural

communities in eighteenth-century America.

Answer: Answers will vary.

Bloom’s: Understand

Learning Objective: Analyze the important forces of division in late eighteenth-century British North America.

Topic: Forces of Division in British North America

36. Compare and contrast the lives of eighteenth-century American women in established

rural communities, on the frontier, and in major seaports.

Answer: Answers will vary.

Bloom’s: Understand

Learning Objective: Analyze the important forces of division in late eighteenth-century British North America.

Topic: Forces of Division in British North America

37. Discuss male and female black slaves’ experiences in South Carolina, the Chesapeake,

and major seaports.

Answer: Answers will vary.

Bloom’s: Understand

Learning Objective: Compare and discuss slave societies across the eighteenth-century South.

Topic: Slave Societies in the Eighteenth-Century South

38. Compare and contrast the economy, social structure, and politics of England and America

in the eighteenth century.

Answer: Answers will vary.

Bloom’s: Understand

Learning Objective: Outline and understand key features of the Anglo-American worlds of the eighteenth century.

Topic: Anglo-American Worlds of the Eighteenth Century

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McGraw-Hill Education.Chapter 05 – The Mosaic of Eighteenth-Century America 1689-1768

39. Describe the basic outlook of the intellectual movement known as the Enlightenment.

Answer: Answers will vary.

Bloom’s: Understand

culture.

Learning Objective: Explain and compare the impact of the Enlightenment and the First Great Awakening on colonial American society and

Topic: Enlightenment and Awakening in America

40. Why did some American visitors to England feel ambivalent about life and society in their

“parent country”?

Answer: Answers will vary.

Bloom’s: Understand

Learning Objective: Outline and understand key features of the Anglo-American worlds of the eighteenth century.

Topic: Anglo-American Worlds of the Eighteenth Century

41. Comment on the following statement: “That America evolved in ways distinct from that

of England was a direct result of British colonial policy.”

Answer: Answers will vary.

Bloom’s: Understand

Learning Objective: Outline and understand key features of the Anglo-American worlds of the eighteenth century.

Topic: Anglo-American Worlds of the Eighteenth Century

42. 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?

Answer: Answers will vary.

Bloom’s: Understand

Learning Objective: Analyze the important forces of division in late eighteenth-century British North America.

Topic: Forces of Division in British North America

43. 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.

Answer: Answers will vary.

Bloom’s: Understand

Learning Objective: Compare and discuss slave societies across the eighteenth-century South.

Topic: Slave Societies in the Eighteenth-Century South

44. Why was the Great Awakening disruptive socially as well as religiously? Explain the

causes of disruption in both cases.

Answer: Answers will vary.

Bloom’s: Understand

culture.

Learning Objective: Explain and compare the impact of the Enlightenment and the First Great Awakening on colonial American society and

Topic: Enlightenment and Awakening in America

45. What caused the population of North America to increase dramatically during the

eighteenth century?

Answer: Answers will vary.

Bloom’s: Understand

Learning Objective: Analyze the important forces of division in late eighteenth-century British North America.

Topic: Forces of Division in British North America

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McGraw-Hill Education.Chapter 05 – The Mosaic of Eighteenth-Century America 1689-1768

46. 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?

Answer: Answers will vary.

Bloom’s: Understand

culture.

Learning Objective: Explain and compare the impact of the Enlightenment and the First Great Awakening on colonial American society and

Topic: Enlightenment and Awakening in America

5-11

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McGraw-Hill Education.