Visions of America A History of The United States, Combined Volume 2nd Edition by Keene - Test Bank

Visions Of America A History Of The
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2nd Edition by Keene – Test Bank
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Sample Test
CHAPTER THREE
GROWTH, SLAVERY, AND CONFLICT: COLONIAL AMERICA, 1710–1763
Multiple Choice
1. This mural from the eighteenth-century home of Captain Archibald
Macpheadris represents
A) the influence of European styles of painting.
B) the crude lifestyle that prevailed in the colonies.
C) a nostalgia for the early years of settlement.
D) a celebration of Indian culture.
E) a move away from refinement.
Answer: A
Page Ref: 64–65
Skill: Factual
Topic: Introduction
Text Asset: Chapter opening image
2. Colonial assemblies were needed to deal with such responsibilities as
A) representing colonial interests to Parliament.
B) collecting taxes for the crown.
C) organizing local militia.
D) defining colonial interests in trade.
E) pursuing the policies of the royal governors.
Answer: C
Page Ref: 71
Skill: Factual
Topic: Culture and Society in the Eighteenth Century
80
Copyright © 2013 Pearson Education, Inc. Upper Saddle River, NJ 07458. All
rights reserved.
3. As represented on this map, in what way did the eighteenth-century Atlantic
economy
represent the principles of mercantilism?
A) The mother country imported raw materials from its colonies and exported
manufactured
goods.
B) Slave labor drove the economy.
C) The economy had a worldwide reach.
D) Goods were traded for other goods rather than purchased with money.
E) Trade was largely conducted from continent to continent rather than among
European nations.
Answer: A
Page Ref: 67
Skill: Analytical
Text Asset: 3.2 The Triangle Trade
4. In the eighteenth century, the economies of the upper and lower South were
similar in that
both were largely based on
A) the export of slaves.
B) tobacco.
C) indigo.
D) cash crops.
E) commerce.
Answer: D
Page Ref: 85
Skill: Factual
Topic: Immigration, Regional Economies, Inequality
81
rights reserved.
5. The term Anglicization refers to
A) the attempts of royal governors to gain control of colonial assemblies.
B) the political system that was gradually established in the colonies.
C) British military conquests in North America.
D) the enslavement of non-white peoples.
E) the emulation of British customs and style.
Answer: E
Page Ref: 67
Skill: Factual
6. Other than rice, what was South Carolina’s most significant export in the early
eighteenth
century?
A) tobacco
B) indigo
C) cotton
D) corn
E) slaves
Answer: B
Page Ref: 68
Skill: Factual
7. According to the Whig theory of virtual representation, members of Parliament
each
represented
A) the interests of landowners.
B) local interests.
C) his own interests.
D) the will of the crown.
E) the greater good.
Answer: E
Page Ref: 71
Skill: Factual
8. The Great Awakening was a movement that reflected a renewed interest in
A) Enlightenment ideals.
B) self-government.
C) classical thought.
D) spirituality and religion.
E) the abolition of slavery.
Answer: D
Page Ref: 72
Skill: Factual
Topic: Enlightenment and Awakenings
82
rights reserved.
9. The colony of Georgia was originally founded as a refuge for
A) runaway slaves.
B) English debtors.
C) proponents of the Enlightenment.
D) indentured servants.
E) Catholics.
Answer: B
Page Ref: 73
Skill: Factual
10. The focus of Newtonianism was on
A) faith in the supernatural.
B) the attainment of British culture.
C) observations of the natural world.
D) study of the Bible.
E) the notion of God as an actor in history.
Answer: C
Page Ref: 73–74
Skill: Factual
11. George Whitefield did all of the following EXCEPT
A) travel along the same routes as merchants.
B) tour most of the eastern seaboard of the colonies.
C) encourage followers to abandon the Anglican church.
D) preach outdoors because of the large crowds he attracted.
E) follow the example of New England minister Jonathan Edwards.
Answer: C
Page Ref: 75
Skill: Factual
12. Who were the Old Lights?
A) those who rejected the emotionalism of the Great Awakening
B) those whom the revivalists claimed were damned
C) those who wished to return to the ways of their Puritan forebears
D) those who believed that terror of hell was the best motivator of spirituality
E) those who found their voices as lay preachers
Answer: A
Page Ref: 75–76
Skill: Factual
83
rights reserved.
13. The German-speaking evangelicals known as the Moravians were effective at
reaching
A) supporters of the Great Awakening.
B) the American Indians.
C) other Lutheran settlers.
D) the Quakers of Pennsylvania.
E) other non-English settlers.
Answer: B
Page Ref: 76
Skill: Factual
14. By the eighteenth century, the leading slave-trading nation had become
A) England.
B) Spain.
C) Portugal.
D) France.
E) Holland.
Answer: A
Page Ref: 77
Skill: Factual
Topic: African Americans in the Colonial Era
15. What was the middle passage?
A) the time many slaves spent on Sullivan’s Island before going to be sold in
auction
B) the process of “seasoning” new slaves in the Caribbean
C) the voyage taken by enslaved Africans to America
D) the route taken from the interior to the ports of Africa
E) the attempts of captured Africans to drown themselves en route to America
Answer: C
Page Ref: 78–79
Skill: Factual
16. The largest number of slaves was transported from Africa to
A) the Chesapeake region.
B) the lower South.
C) Spanish America.
D) Brazil and the Caribbean.
E) Europe.
Answer: D
Page Ref: 77–78
Skill: Factual
84
rights reserved.
17. In what way did the slave codes of the mainland British colonies ensure the
continuity of the
institution?
A) The codes were incorporated into the British constitution.
B) The codes defined children born to slave mothers as slaves themselves.
C) The codes drew upon Biblical themes to underscore their authority.
D) The codes outlawed abolitionism.
E) The codes required slavery to be accepted throughout the colonies.
Answer: B
Page Ref: 81
Skill: Factual
18. All of the following were typical means of resisting the conditions of slavery
EXCEPT
A) running away.
B) feigning illness.
C) petitioning colonial governments for freedom.
D) forming and maintaining a family.
E) participating in African music and dance.
Answer: C
Page Ref: 81
Skill: Factual
19. What aspect of the New England economy grew most dramatically in the
eighteenth century?
A) textile manufacturing
B) the fur trade
C) farming
D) education
E) the maritime economy
Answer: E
Page Ref: 84
Skill: Factual
Topic: Immigration, Regional Economies, and Inequality
20. Which group established good relations with the Indians in order to facilitate
trade?
A) the French
B) the English
C) the Spanish
D) the Scots-Irish
E) the Dutch
Answer: A
Page Ref: 87
Skill: Factual
Topic: War and the Contest Over Empire
85
rights reserved.
21. During King George’s War, Spain temporarily aligned with which nation
against Britain?
A) France
B) Portugal
C) Italy
D) Holland
E) Germany
Answer: A
Page Ref: 88
Skill: Factual
22. The attempts of the British to seize Fort Duquesne were part of a larger
ambition to gain
control of
A) Montreal.
B) the Great Lakes region.
C) Cape Breton Island.
D) Quebec City.
E) the Ohio Valley.
Answer: E
Page Ref: 88
Skill: Factual
23. The engraving “Prospect of the City of New York” shows what in addition to
the diversity of
the residents of the city?
A) the importance of the latest architectural styles to the residents
B) the massive wealth of the residents
C) the importance of religion to the residents
D) the indifference of the residents to education
E) the strife between different groups of residents
Answer: C
Page Ref: 85
Skill: Analytical
Text Asset: 3.17 Engraving of New York City Skyline
86
rights reserved.
24. The Proclamation of 1763 restricted English colonists to territory
A) eastward from the Appalachian Mountains.
B) southward into Florida.
C) southward from the Great Lakes.
D) previously held by Britain and acquired from France.
E) eastward from the Mississippi River.
Answer: A
Page Ref: 92
Skill: Factual
25. What do these plans for a slave ship reveal about colonial attitudes toward
enslaved
Africans?
A) Slaves were cared for just well enough to ensure survival.
B) Slaves were regarded as extremely valuable.
C) Slaves were treated more like objects than people.
D) Slaves were believed to be much hardier than the typical European.
E) Slaves were thought to prefer living in close quarters with each other.
Answer: C
Page Ref: 79
Skill: Analytical
Text Asset: 3.12 Tight Packing
87
rights reserved.
26. How did colonial culture begin to change at the start of the eighteenth
century?
A) Ties between the French, Spanish, and British colonies strengthened, leading
to a blending of
cultures.
B) The increasing intensity of conflicts with Indians resulted in violence and
uncertainty in dayto-
day life.
C) An influx of conservative, religious immigrants from Europe led to a pursuit of
austerity
across the colonies.
D) Expanded trade with the British Empire made it possible for many colonists to
live more
luxuriously.
E) The increasing indifference to European ways of life resulted in the formation
of uniquely
American customs and traditions.
Answer: D
Page Ref: 66
Skill: Conceptual
27. Why does the growing popularity of imported tea in the eighteenth century
symbolize
Anglicization in the colonies?
A) Drinking tea reflected a desire to support British commerce and trade.
B) Drinking tea demonstrated an interest in refined British tastes.
C) Drinking tea indicated the attempt of the wealthy to distinguish themselves as
a class more
like the British.
D) Drinking tea represented the pursuit of such English values as austerity and
simplicity.
E) Drinking tea encouraged an interest in health and emotional well-being.
Answer: B
Page Ref: 67
Skill: Conceptual
28. In the early eighteenth century, wealthy colonists
A) possessed wealth, power, and gentility surpassing that of most English
aristocrats.
B) enjoyed a standard of living equivalent to that of the English gentry.
C) lived in sparse and primitive conditions.
D) were laying the foundations of an English-style hereditary aristocracy.
E) aspired to a lifestyle like that of the English gentry but had not yet attained it.
Answer: E
Page Ref: 67–68
Skill: Conceptual
88
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29. Georgia proprietor James Oglethorpe primarily viewed that colony as
A) a haven for assorted religious misfits from Europe.
B) a chance to establish a titled aristocracy based on land ownership.
C) a way to prove that prisoners could be rehabilitated.
D) a laboratory for political experimentation.
E) an opportunity to enrich himself.
Answer: C
Page Ref: 73
Skill: Conceptual
30. To what does the growing power of the merchant class in the New England
and mid-Atlantic
colonies attest?
A) the increasing importance of commerce to these regions
B) the increasing influence of the British crown on these regions
C) the decreasing importance of religious concerns in these regions
D) the decreasing demand for slave labor in these regions
E) the decreasing availability of farmland in these regions
Answer: A
Page Ref: 84
Skill: Analytical
31. Why did the trustees initially ban the importation of rum to Georgia?
A) They believed that the consumption of spirits was at odds with the ideals of
the Great
Awakening.
B) They believed that the absence of spirits would help control the slave
population.
C) They wanted to boost the economy through the promotion of locally produced
spirits.
D) They wanted to discourage trade with the Caribbean islands.
E) They wanted to encourage settlers to remain sober.
Answer: E
Page Ref: 73
Skill: Conceptual
32. The preaching style of Jonathan Edwards could be best described as
A) sedate.
B) comforting.
C) optimistic.
D) intellectual.
E) fiery.
Answer: E
Page Ref: 75
Skill: Conceptual
89
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33. Many of the American colleges founded in the eighteenth century were
founded
A) by American merchants with funds gained from the trade of rum and tobacco.
B) by supporters of the Great Awakening for the education of new ministers.
C) by supporters of the Enlightenment striving to establish a generation of
American scientists.
D) by elite New Englanders seeking to preserve their Puritan heritage.
E) by royal governors to school colonists in British views of government and
politics.
Answer: B
Page Ref: 75
Skill: Conceptual
34. The Great Awakening affected colonial-era women in the colonies by
A) permitting them to become ordained ministers.
B) promoting many to high ranking positions within their churches.
C) enabling them to establish their own congregations.
D) providing a forum for them to testify publicly about their spiritual lives.
E) allowing them to lead revival meetings.
Answer: D
Page Ref: 75
Skill: Conceptual
35. What was one of the legacies of the Great Awakening in colonial society?
A) an emphasis on self-determination
B) deference to religious authorities on moral matters
C) a focus on intellectualism and classical political philosophy
D) a rejection of emotion and devotion in political life
E) a desire to separate the issues of the church from those of the state
Answer: A
Page Ref: 75
Skill: Conceptual
90
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36. How did slavery differ in the upper and lower South?
A) In the upper South, slaves primarily harvested rice and indigo crops, while in
the lower South
they primarily harvested tobacco.
B) In the upper South, most slaves were female household workers, while in the
lower South
most were male laborers who worked in the fields.
C) In the upper South, slaves mostly worked on sizable plantations, while in the
lower South
they mostly worked on small farms.
D) In the upper South, slaves were a minority of the population, while in the
lower South they
made up the bulk of the population.
E) In the upper South, slave owners established a task system, while in the lower
South they
established an overseer system.
Answer: D
Page Ref: 80
Skill: Conceptual
37. How did the Great Awakening affect the institution of slavery?
A) It sparked abolitionism among certain groups of colonists.
B) It was used as a primary means of justifying the enslavement of Africans.
C) It helped spread Christianity among slave populations.
D) It informed the manner in which slave owners treated their slaves.
E) It led to the construction of churches on slave plantations.
Answer: C
Page Ref: 81
Skill: Conceptual
38. The location of South Carolina affected the Stono Rebellion of 1739 in that
the slaves who
rebelled
A) faced the combined forces of slave owners and troops sent from Spanish
Florida.
B) disappeared into the colony’s pine forests before escaping to the west.
C) could hide in the swamps of the low country and evade capture.
D) joined forces with the neighboring Seminole Indians to defeat their white
owners.
E) hoped to find refuge in nearby Spanish Florida.
Answer: E
Page Ref: 81
Skill: Conceptual
91
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39. How did their enslavement affect the culture of many African Americans
during the colonial
era?
A) Many African Americans worked to preserve their culture despite the
constraints of slavery.
B) Many African Americans were openly hostile toward colonial culture and
traditions.
C) Many African Americans did not understand colonial customs and so
disregarded them.
D) Many African Americans pretended to adopt colonial customs while secretly
maintaining
their own traditions.
E) Many African Americans disregarded their traditions and adopted colonial
customs in order to
“fit in.”
Answer: A
Page Ref: 81–82
Skill: Conceptual
40. Which region of colonial America was the most ethnically diverse?
A) New England
B) the mid-Atlantic
C) the upper South
D) the lower South
E) the back country
Answer: B
Page Ref: 84
Skill: Factual
41. How could relations between back country settlers and their neighboring
Indians best be
described?
A) Relations were positive as back country colonists intermarried with the
Indians and had
children of mixed descent.
B) Relations were friendly as back country settlers learned Indian customs in
order to adapt to
their new home.
C) Relations were mutually beneficial as back country settlers established trade
with the Indians
to increase their wealth.
D) Relations were tense and often violent as back country settlers displaced the
Indians in order
to build farmsteads.
E) Relations were distant as back country colonists isolated themselves from the
Indians.
Answer: D
Page Ref: 85–86
Skill: Conceptual
92
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42. The graph “Poor Relief in Boston 1710–1775” reflects all of the following
EXCEPT
A) a new interest in assisting the poor.
B) the increasing disparity between rich and poor.
C) the decreasing availability of work for skilled laborers.
D) the growing population of the urban poor.
E) the overall growth of cities during this era.
Answer: C
Page Ref: 86
Skill: Conceptual
Text Asset: 3.18 Poor Relief in Boston
43. In the eighteenth century, population growth and societal pressures affected
colonial society
in all of the following ways EXCEPT that
A) some colonists became tenant farmers to earn money to buy their own land.
B) many colonists relocated to the western edges of the colonies to claim land.
C) some young adults waited to acquire their own land before marrying.
D) more and more colonists moved out of the cities to escape overcrowding.
E) the richest colonists owned an increasingly larger percentage of America’s
wealth.
Answer: D
Page Ref: 86
Skill: Conceptual
44. How did the Indians of the middle ground differ from those in other
geographic regions?
A) They established deep-seated economic and cultural ties with French traders.
B) They sought to isolate themselves completely from contact or conflict with
Europeans.
C) They resorted to military confrontation before seeking economic cooperation.
D) They continued to war against each other rather than establish intertribal
confederacies.
E) They strived to become more like the Europeans through their acquisition of
goods from the
French.
Answer: A
Page Ref: 87–88
Skill: Conceptual
93
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45. Which of the following sparked the War of Jenkins’ Ear?
A) the loss of British goods and raw materials to Spanish smugglers
B) the increase of trade and tax revenues in Spanish America
C) the establishment of a military fort in Savannah, near Spanish Florida
D) the capture and torture of a Spanish captain by the British
E) the capture of British ships engaged in smuggling goods to Spanish America
Answer: E
Page Ref: 88
Skill: Conceptual
46. In a meeting of Iroquois leaders with British Superintendent for Indian Affairs
Sir William
Johnson, an Onondaga Chief stated that the Great Spirit was displeased with
British expansion
into Indian lands. How did Johnson’s response reflect colonial views of Indians?
A) His dismissive response reflected colonists’ view of Indians as ignorant.
B) His defensive response reflected colonists’ view of Indians as warlike.
C) His authoritarian response reflected colonists’ view of Indians as docile.
D) His hopeful response reflected colonists’ view of Indians as conciliatory.
E) His enraged response reflected colonists’ view of Indians as greedy.
Answer: A
Page Ref: 91
Skill: Conceptual
47. What was likely to result from the interaction between population trends in
the colonies and
the line fixed by the Proclamation of 1763?
A) Migration would likely result, as colonists decided to return to Europe.
B) Compromise would likely result, as colonists abandoned farming for life in the
cities.
C) Peace would likely result, as colonists and Indians found ways to live in
prosperity in the
lands allotted to each.
D) War would likely result, as Indians sought to reclaim land lost to colonists.
E) Conflict would likely result, as colonists pushed for settlement in the land
reserved for
Indians.
Answer: E
Page Ref: 92
Skill: Analytical
94
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48. Settlers from Paxton responded to Pontiac’s Rebellion along the frontier by
A) siding with the French against the British to drive out the rebels.
B) celebrating the support they received from their government.
C) attacking friendly Indians who had not taken part in the rebellion.
D) joining with Neolin’s forces to defeat Pontiac.
E) supporting Pontiac’s rebels in the hopes of driving out the French.
Answer: C
Page Ref: 92
Skill: Conceptual
49. Which of the following events happened last?
A) the death of General Wolfe
B) the signing of the Proclamation of 1763
C) the War of Jenkins’ Ear
D) the fall of Montreal
E) the march of the “Paxton Boys”
Answer: B
Page Ref: 88–92
Skill: Factual
50. How did the end of the Seven Years War affect Indians?
A) They relinquished some of their territory to the Spanish colonists.
B) They gained an ally in France against the British colonies.
C) They formed a pan-Indian alliance to oppose British forces.
D) They regained some of the ground they lost to the Americans.
E) They lost a major source of arms and ammunition.
Answer: E
Page Ref: 92
Skill: Conceptual
95
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51. The Hart Room, representing the home of a prosperous seventeenth-century
colonist,
indicates that affluent colonists at that time
A) lived in primitive conditions much like those of the earliest settlers.
B) had simple homes sparsely furnished with locally made, boxy furniture .
C) had already begun to import fine furnishings and carpets from England.
D) preferred housing styles that kept them close to the earth.
E) used highly specialized construction techniques and built fine furniture.
Answer: B
Page Ref: 66
Skill: Conceptual
Text Asset: 3.1 The Hart Room, Metropolitan Museum of Art
96
rights reserved.
52. Which of the following best characterizes the portrait of the young Henry
Darnall III?
A) The portrait manifests the great wealth attained by Southern planters.
B) The portrait places young Darnall in surroundings of opulence that did not yet
exist in the
mainland colonies.
C) The portrait indicates the relative freedom of many African Americans living in
the colonies
at that time.
D) The portrait shows young Darnall dressed in an elegant suit, which testifies to
his family’s
interest in French culture.
E) The portrait incorporates the perspective of multiple viewpoints and an
appreciation for
diverse cultures.
Answer: B
Page Ref: 69
Skill: Conceptual
Text Asset: Henry Darnall III as a Child, p. 69
97
rights reserved.
53. All of the following statements about the Pennsylvania State House are true
EXCEPT that
A) it revealed the influence of the monarchy.
B) it reflected a respect for English architectural styles.
C) it demonstrated the growing power of a colonial elite.
D) it displayed the wealth of Pennsylvania.
E) it represented the strength of the colonial assembly.
Answer: A
Page Ref: 70
Skill: Conceptual
Text Asset: 3.7 Pennsylvania State House
98
rights reserved.
54. This portrait of Benjamin Franklin alludes to his invention of
A) the battery.
B) the kite.
C) alternating current.
D) the lightning rod.
E) electricity.
Answer: D
Page Ref: 74
Skill: Factual
Text Asset: 3.10 Benjamin Franklin and Electricity
99
rights reserved.
55. In his painting The Death of General Wolfe, Benjamin West represents
A) the hopeful future awaiting North America in the wake of Britain’s victory.
B) the consequences of collusion between the British and the Indians.
C) the massacre of British forces during the Seven Years War.
D) the embracing of an expressionist style in colonial art.
E) a turn away from European influence on American art.
Answer: A
Page Ref: 90
Skill: Conceptual
Text Asset: 3.20 The Death of General Wolfe
True/False
56. In the triangle trade, both North America and Africa received manufactured
goods from
Europe.
A) True
B) False
Answer: A
Page Ref: 67
100
rights reserved.
57. Colonists who followed the trend of Anglicization adopted the refined culture
of the
European continent.
A) True
B) False
Answer: B
Page Ref: 67
58. The rising popularity of writing desks in the eighteenth-century colonies
reflected the whims
of fashion more than a true need.
A) True
B) False
Answer: B
Page Ref: 67
59. Royal governors exercised a great deal of authority over colonial assemblies.
A) True
B) False
Answer: B
Page Ref: 71
60. One basic assumption shared by most Enlightenment philosophers was that
humans, by
nature, were weak and easily corruptible.
A) True
B) False
Answer: B
Page Ref: 73
61. The colony of Georgia was originally established for the reform of prisoners.
A) True
B) False
Answer: A
Page Ref: 73
62. The Great Awakening led to the founding of such noted colleges as
Dartmouth and
Princeton.
A) True
B) False
Answer: A
Page Ref: 75
101
rights reserved.
63. Many American Indians rejected the religious iconography presented in
Moravian art.
A) True
B) False
Answer: B
Page Ref: 76
64. More slaves went to Brazil than to the British mainland colonies.
A) True
B) False
Answer: A
Page Ref: 77–78
65. Enslaved African Americans had few opportunities to develop or maintain a
culture of their
own.
A) True
B) False
Answer: B
Page Ref: 81–82
66. In the eighteenth century, the migration of enslaved Africans was greater
than that of free
whites from Europe.
A) True
B) False
Answer: B
Page Ref: 83
67. Indentured servants were typically contracted to work for their masters for
the remainder of
their lives.
A) True
B) False
Answer: B
Page Ref: 83
68. Relations between back country settlers and nearby Indians were typically
strained.
A) True
B) False
Answer: A
Page Ref: 85
102
rights reserved.
69. A young George Washington successfully raided Fort Duquesne in the Ohio
Valley.
A) True
B) False
Answer: B
Page Ref: 88
70. During the Seven Years War, the death of the British commander, General
Wolfe, marked a
major victory for the French.
A) True
B) False
Answer: B
Page Ref: 89
Fill-in-the-Blank
71. The popularity of imported tea in the eighteenth century exemplified the
colonial trend of
________.
Answer: Anglicization
Page Ref: 67
72. Eliza Lucas Pinckney helped introduce the cultivation of ________ to South
Carolina.
Answer: indigo
Page Ref: 68
73. The system of government in the British Empire was based on the theory of
________,
according to which legislators do not serve their constituents but rather the
greater good of the
empire.
Answer: virtual representation
Page Ref: 71
74. The religious movement known as ________ challenged traditional styles of
worship.
Answer: the Great Awakening
Page Ref: 72
75. The colony of Georgia was originally established for the purpose of ________.
Answer: prisoner reform
Page Ref: 73
103
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76. At least half of British prisoners in the eighteenth century were jailed for the
crime of
________.
Answer: failing to pay their bills
Page Ref: 73
77. The original layout of ________ resembled a Roman military garrison.
Answer: Savannah, Georgia
Page Ref: 73
78. The most prominent symbol of the American Enlightenment on both sides of
the Atlantic
was ________.
Answer: Benjamin Franklin
Page Ref: 74
79. In the Atlantic slave trade, the journey from Africa to the Americas was
called ________.
Answer: the middle passage
Page Ref: 78
80. In New York, the African-American festival called “Pinkster” was adapted
from ________.
Answer: A Dutch religious holiday
Page Ref: 80
81. As was customary in West Africa, many enslaved parents named their
children after
________.
Answer: the days of the week
Page Ref: 82
82. Immigrants who agreed to work for a specified number of years in exchange
for passage to
the colonies were known as ________.
Answer: indentured servants
Page Ref: 83
Topic: Immigrants, Regional Economies, and Inequality
83. ________ immigrants to America settled in the back country of Pennsylvania
and the
Carolinas.
Answer: Scots-Irish
Page Ref: 85
Topic: Immigrants, Regional Economies, and Inequality
104
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84. In his attack on Quebec, General Wolfe approached the city ________.
Answer: from its poorly guarded rear flank
Page Ref: 89
85. The Quakers of Pennsylvania did not want to form a militia in the colony
because ________.
Answer: they were pacifists
Page Ref: 93
Essay
86. What was the influence of British culture and tastes on colonial architecture
and furnishings
in the eighteenth century? How did these trends reflect changes in trade and
prosperity in the
colonies?
Page Ref: 66–70
87. How was colonial government organized? How were colonial assemblies
similar to and
different from British Parliament? How do the differences reflect differing
theories of
representation?
Page Ref: 70–71
88. What beliefs and practices were championed by the Enlightenment? How did
the
Enlightenment shape American values and practices?
Page Ref: 72–75
89. What beliefs and practices were championed by the Great Awakening? In
what ways did this
movement both unite and divide American colonists?
Page Ref: 74–76
90. For what purposes were enslaved Africans brought to the mainland British
colonies?
Describe their journey to the Americas and explain how their treatment reflects
colonial attitudes
toward slaves.
Page Ref: 77–80
91. Discuss how enslaved Africans created and maintained their own culture. In
what ways did
African-American culture represent the attainment of agency within the
conditions of
enslavement?
Page Ref: 79–82
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92. For what reasons did the British and French come into conflict in North
America? What did
the British hope to achieve through their attacks on Fort Duquesne and the
Seven Years War?
How were these conflicts concluded?
Page Ref: 88–92
93. Describe life in two of the following regions of the mainland British colonies:
New England,
the mid-Atlantic region, the upper South, the lower South, and the back country.
How was life in
these two regions similar and different?
Page Ref: 85–86
94. Describe the relationship that French settlers established with their Indian
neighbors in the
middle ground. What were the benefits and limitations of this relationship? How
did it compare
with typical relations between British settlers and the Indians?
Page Ref: 87–88
95. How did the conclusion of the Seven Years War affect European control and
settlement in
North America? What were the consequences for the Indians?
Page Ref: 89–92
Learning Objectives and Answers
After a careful examination of Chapter 3, students should be able to answer the
following
questions:
1. In what ways did American colonial society become more English in the first
part of the
eighteenth century?
Answer: The expanding trade with the British Empire increased the presence of
wealthy
colonists who could add luxury goods into their affluent American homes. This
allowed
colonists to have a more cosmopolitan lifestyle. For example, the wealthiest
Americans
could dine on fine porcelain imported from England or Holland instead of simple
earthenware ceramics as in the past. This refined taste was proof of gentility
and thus
wealth and sophistication. And so Americans emulated the English in various
ways,
including their tastes in furniture, foods, clothing, and customs. This rise of
gentility and
the increasing Anglicization of colonial America were typified by the tea serving
ritual,
which became more refined and complicated. Changes in furnishings (such as
desks,
bookcases with writing surfaces) reflected the expansion of trade networks in
the British
Empire.
Formal portraits were also used by wealthy colonists as a way to show their
riches and
gentility. Men and women would make aristocratic poses in such portraits.
Women
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dressed in elegant, flowing gowns to mimic Queen Anne, while men and young
boys had
elegant outfits that reflected their wealth, status, and power.
Colonial houses also became more English-looking. English-style manor houses
used
ideas from English pattern books. For instance, the pineapple became a common
architectural motif in the mansions of wealthy Americans because it was both a
culinary
delicacy and a symbol of affluent hospitality.
2. What were some of the main ideas of the Enlightenment?
Answer: Prison reform was an important theme in the Enlightenment. James
Oglethorpe
wanted to create Georgia as an alternative to imprisonment. Oglethorpe
supported the
views of Enlightenment thinkers such as John Locke, who believed that humans
could be
rehabilitated if placed in a healthier environment.
Newtonianism was another main idea of the Enlightenment. This concept
focused on the
visible world of nature, and was based on observation and reason. In the
Newtonian
vision, God created the universe to run according to predictable natural laws.
Practicality was the approach taken regarding the Enlightenment in America.
Benjamin
Franklin was the symbol of this in his life as a printer, scientist, reformer, and
statesman.
Franklin was famous for his experiments with lightning and electricity and his
commitment to the advancement of knowledge.
3. What forces contributed to the growth of the African-American population of
colonial
America?
Answer: The Atlantic slave trade and the desire for profits was the main force
behind the
growth of the colonial African-American population. The high demand for
agricultural
labor to produce cash crops created a strong market for African slaves, with
most slaves
in the Atlantic trade ending up in the sugar colonies. Africans made the tortuous
voyage
across the Atlantic from Africa to the Americas in a journey referred to as “the
middle
passage.”
4. What role did economic forces play in the emergence of distinctive regional
cultures in
eighteenth-century America?
Answer: Economic forces played a major role in the emergence of distinctive
regional
cultures in eighteenth-century America. The thirteen colonies were grouped into
five
regions—New England, the mid-Atlantic, the upper South, the lower South, and
the back
country—reflecting their diverse economies.
The New England economy depended on the sea in the form of fishing,
shipbuilding and
merchant trade (especially of spirits). It thus follows that New England
(Connecticut,
Massachusetts, New Hampshire, and Rhode Island) was the most ethnically
homogenous
region in colonial British America, being mostly white and English.
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The mid-Atlantic (New York, Pennsylvania, New Jersey, and Delaware) was the
most
ethnically diverse region in the colonies, which was reflected in its economy.
Major cities
like Philadelphia and New York were centers of commerce and finance. These
cities
traded with Europe and other ports in the Atlantic world. Agricultural products
from rural
Pennsylvania and Delaware were sold in the markets of Philadelphia. New York’s
Hudson River carried agricultural products from upriver farms and furs from
northern
New York. The mid-Atlantic region also had small manufacturing enterprises,
such as
flour milling, lumber, mining, and metal foundries. The region depended on
indentured
servants for much of its labor. The region’s merchant class was very influential
in mid-
Atlantic society.
The culture of the South was closely tied to slave labor. The South was
comprised of two
distinct regions: the upper South (Chesapeake Region) and the lower South
(parts of
South Carolina and Georgia). Both regions produced different cash crops and
used slave
labor in different ways. The upper South had immigrants mainly from England
and
Scotland. These colonists dominated this region and became the planter elite
who built
great fortunes from their tobacco plantations through the use of slave labor. The
lower
South benefited more from the growth of immigration and was more religiously
diverse
than the upper South. Charleston was a major cultural and economic center of
the region
because the wealthiest planters would build their second homes there to avoid
the damp,
hot climate of the low country.
The back country region had lots of Scots-Irish, who settled in large numbers in
Pennsylvania and the Carolinas. The Scots-Irish sought to create farmsteads,
which led to
tensions with the Indians, who were displaced. Back country settlers were less
connected
to the Atlantic economy and more independent than people in other regions.
They
farmed, hunted, and raised livestock for their own consumption and for local
trade. The
egalitarian culture of the back country meant that there were few
representatives of either
the colonial or the British governments.
5. How did the French and Indian War transform the map of North America?
Answer: As a result of the French and Indian War, Britain gained control of
Canada and
also gained a large swath of territory west to the Mississippi River that was
reserved for
the Indians. Thus, westward expansion by colonists was actually limited to
territory east
of the Appalachian Mountains. Additionally, Britain acquired East and West
Florida from
Spain.
Crawl Questions and Answers
Define Anglicization and give an example of an aspect of colonial life
transformed by this
process. (pp. 66–67)
Answer: Anglicization was the colonial American desire to emulate English
society, including
English taste in foods, customs, and architecture. The increasing Anglicization of
colonial
America was exemplified by sudden popularity of imported tea. The consumption
of tea
increased dramatically between the end of the seventeenth century and the
beginning of the
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eighteenth. The rituals of serving tea became more refined and complicated,
with the serving of
tea to one’s guests becoming less of a luxury and more of a necessity in colonial
life. Tea
drinking started among the wealthy and subsequently spread to all levels of
American society.
Why did new pieces of furniture like drop-leaf bookcases become popular in the
eighteenth
century? (p. 67)
Answer: This reflected the deeper changes in colonial society and economy.
New pieces of
furniture like drop-leaf bookcases with writing surfaces reflected the expanding
trade networks
in the British Empire and the growing wealth of colonists. Such furniture was
adapted to the
needs of merchants, who looked at a variety of written documents as they
broadened the range of
their correspondence on business and political matters.
How does Westover Plantation illustrate the growing wealth of the colonies? (p.
68)
Answer: The doorway of Byrd’s mansion was crafted in England and had the
latest architectural
details that were popular among the wealthy. There was also a carved pineapple
above the door.
This is significant because the pineapple was an exotic West Indian fruit that
was considered
both a culinary delicacy and a symbol of affluent hospitality.
How is slavery represented in this portrait? (p. 69)
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Answer: In the portrait, young Henry Darnall III’s slave wears a silver yoke
around his neck,
which symbolizes his inferior status. Also, Darnall is depicted to be higher than
his slave despite
the fact he was much younger. The portrait shows the African American to be a
docile slave,
which reflects the slave owner’s point of view.
What does the design of the Pennsylvania State House reveal about colonial
society? (p. 70)
Answer: It was built in the Palladian style and showed the powerful influence of
Anglicization.
Its ornate windows and red brick exterior symbolized the colonists’ fondness and
knowledge of
the latest English architectural styles and symbolized the growing wealth of
colonial
Pennsylvania.
Why were colonial governors so weak? (p. 71)
Answer: Colonial governors were weak as compared to the powerful colonial
assembly. Various
developments in American colonial history helped reinforce the growth of
legislative power.
There was a larger voting population in the colonies than in England, meaning a
higher
percentage of Americans were politically active as compared to Britons. Unlike
the House of
Lords in England, colonial governors did not have an upper house with much
power. The
governors’ councils, in fact, had little power. America’s native-born elites did not
have a distinct
legislative body like the House of Lords to guard their privileges and powers.
Also, the royal
governors depended on the assemblies for their salaries, which weakened their
position with
regard to the legislature. By controlling the power of the purse, colonial
assemblies were able to
hinder the plans of the royal governors because the governors dared not anger
the assemblies. As
a result, most royal governors did not have enough power to tame their
legislatures.
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How did Georgia reflect Enlightenment ideals? (p. 73)
Answer: Georgia was in a sense a utopian experiment to reform criminals and
the poor by taking
them from England to a better environment in America. In America the poor
would have a new
opportunity to earn a living and avoid the impoverishment they faced in England.
This reflected
the views of Enlightenment thinkers such as John Locke, who rejected the
notion that humans
were born depraved and could not be rehabilitated if placed in a healthier
environment.
What was the Newtonian view of the universe? (p. 73)
Answer: Newtonianism focused on the visible world of nature, which functioned
according to
the rules discerned by observation and interpreted by reason. The Newtonian
universe has a God,
but one that is different from the traditional Christian notion of God as a
patriarch or king.
How does this portrait of Franklin reflect his reputation as a champion of the
Enlightenment? (p. 74)
Answer: Franklin’s fame came from his scientific experiments with lightning and
electricity. His
insights on electricity led to his invention of the lightning rod, which is captured
in the portrait.
The painting depicts Franklin at his desk, a lightning storm in the background,
and a lightning
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rod prominently positioned on a building visible through a window. Lightning
destroys one
building, but the other survives a strike because one of Franklin’s lightning rods
is attached.
What aspects of the Great Awakening encouraged democratization? (p. 75)
Answer: Evangelical methods used by preachers during the Great Awakening
challenged the
hierarchical assumptions of colonial society about gender, race, and social
status. Individuals
were inspired to leave their own congregations and find one that better suited
their spiritual
needs. Many people also decided to try their hand as lay preachers. This marked
the first time in
American religious history that ordinary people had a significant public voice,
especially women,
blacks, artisans, or poor folk. Such people could talk about their spiritual lives
(often to mixed
crowds of people similar to themselves as well as their social betters) and
challenge traditional
ideas about hierarchy. Thus, many previously excluded groups such as Quakers,
blacks, and
Indians had voices, which contributed to the growth of a more democratic
culture.
Why was Moravian art so helpful to missionaries interested in converting
American
Indians? (p. 76)
Answer: The Moravians used art to promote the gospels to American Indians.
Their art focused
on the redemptive power of Christ’s suffering as the means of religious salvation.
Moravian
artists like John Valentine Haidt used visually rich images of Christ’s suffering,
which resonated
with Indian converts. Young male Indians (who were brought up on the ideal of
physical
strength, bravery, and the endurance of pain) could especially identify with the
Moravian
religious imagery showing Jesus as a brave spiritual warrior.
Which regions of the Atlantic world imported the greatest number of slaves? (p.
77)
Answer: The greatest demand for slaves came from the sugar-producing regions
of Brazil and
the Caribbean. An additional 300,000 slaves arrived in the British mainland
colonies, with the
greatest demand in the upper and lower South. The highest proportion of slaves
lived in the
lower South, where Africans outnumbered Europeans. Slaves were also
important to urban life in
New York, Philadelphia, and Boston.
Which regions of the Atlantic world were most heavily involved in the
international slave
trade? (p. 78)
Answer: Most of the slaves transported to the Americas ended up in the sugar
islands of the
Caribbean or in Brazil. Statistics show that from 1701 to 1800 the regions most
involved in the
international slave trade were Portuguese Brazil (1,989,017), the British
Caribbean (1,813,323),
and the French Caribbean (995,133).
What was “tight packing”? (p. 79)
Answer: The term “tight packing” refers to the horrific conditions on ships
carrying slaves from
Africa to the Americas during the middle passage. The tight packing of slaves
had the purpose of
maximizing the number of bodies carried without any concern for the health of
the slaves being
transported. Slaves endured minimal rations and unsanitary conditions, which
resulted in
mortality rates during the middle passage being over 10 percent.
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What were the main differences between the task system and the gang system
of labor? (p.
80)
Answer: The task system was implemented in the Carolinas, and it gave slaves a
sense of
autonomy over their work. When the slaves completed their tasks, they were
able to use the
remaining time to hunt, fish, or tend their own gardens. The task system worked
well for rice
cultivation in the low country Carolinas.
The gang system of labor was used in the Chesapeake because the growing of
tobacco required
more oversight in order to avoid damaging the plants. Planters would organize
their slaves into
gangs that worked together under the supervision of a white overseer or a black
slave driver
chosen by the master.
How did slaves resist the authority of their masters? (p. 81)
Answer: Slaves used various methods for coping with the pains of slavery and
escaping the
domination of their masters. Temporary relief was accomplished by stealing,
avoiding
responsibility, feigning illness, or breaking tools. Other slaves would run away,
hide in the
woods, or seek refuge with a family on a nearby plantation in the slave quarters.
Some slaves stole weapons and took part in major uprisings, such as in the
Stono Rebellion of
1739 in South Carolina. In this case, rebel slaves broke into a storehouse and
seized arms,
murdered whites, and burned the homes of slave owners in the hopes this would
inspire other
slaves to join the rebellion. The rebellion eventually failed and resulted in
harsher slave codes.
What evidence exists for the persistence of African cultural traits among
American slaves?

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