Main Ideas. Write the letter of the best answer. (4 point

Name: _______________________________________________
Date: __________
Main Ideas. Write the letter of the best answer. (4 points each)
____1. Jamestown's most serious problems during its first year were caused by
a. infectious diseases.
b. severe weather conditions.
c. the settlers' attitudes and impracticality.
d. Native Americans' hostility toward European settlement.
____2. The Puritans' views and attitudes led them to promote the idea of
a. social equality.
b. religious tolerance.
c. hard work for common goals.
d. separation of church and state.
____3. The Enlightenment was a movement that emphasized the value of
a. reason.
b. religion.
c. miracles.
d. emotions.
____4. The "middle passage" refers to the part of the transatlantic trade network that carried
a. rum from the West Indies to New England.
b. raw materials from the colonies to England.
c. Africans from the West Indies to North America.
d. Africans from Africa to the West Indies and North America.
____5. The Great Awakening caused some colonists to
a. seek spirituality through the use of reason.
b. shift their loyalty from England to America.
c. pay more attention to the scientific method.
d. abandon their Puritan and Anglican congregations.
____6. During the French and Indian War, Native Americans fought on the side of
a. the British.
b. the French.
c. both the British and the French.
d. neither the British nor the French.
____7. In the late 1600s, the number of enslaved Africans in the South increased dramatically, in
part due to a decline in
a. the availability of Native American workers.
b. the prices paid for African slaves.
c. the availability of indentured servants from Europe.
d. the need for unskilled labor in the North.
New Test.tgt, Version: 1
1
____8. The formation of the Sons of Liberty was a response to
a. the Intolerable Acts.
b. the Stamp Act.
c. the Quartering Act.
d. the Townshend Acts.
____9. The document that was crucial in changing public opinion to support independence was
a. an account of the Battle of Lexington.
b. the Olive Branch Petition.
c. John Locke's Two Treatises on Government.
d. Thomas Paine's Common Sense.
____10. The Boston Massacre was a response to
a. the stationing of British soldiers in Boston.
b. the dumping of British tea in Boston Harbor.
c. an editorial written by Samuel Adams.
d. the British seizure of the ship Liberty.
____11. The low point of the Revolutionary War for the Continental Army was
a. the battle at Saratoga, New York.
b. the Boston Massacre.
c. the battle at Cowpens, South Carolina.
d. the winter at Valley Forge.
____12. Samuel Adams called April 19, 1775, "a glorious day for America" because
a. the Stamp Act had been repealed.
b. the Declaration of Independence had been adopted.
c. the fight for independence had begun at Lexington and Concord.
d. the Treaty of Paris had been signed, acknowledging U.S. independence.
____13. During the Revolutionary War, what did the Continental Army lack?
a. Indian allies
b. motivation to fight
c. food and ammunition
d. good military leadership
____14. Whose concepts did Jefferson draw upon as he drafted the Declaration of Independence?
a. John Locke's
b. Benjamin Franklin's
c. Samuel Adams's
d. Marquis de Lafayette's
____15. In which incident did Crispus Attucks play a significant role?
a. the Boston Massacre
b. the Boston Tea Party
c. the Battle of Bunker Hill
d. the seizure of the ship Liberty
New Test.tgt, Version: 1
2
____16. Which European country supported the American colonies during the Revolutionary War?
a. Italy
b. France
c. Germany
d. Spain
____17. Who wrote a pamphlet called Common Sense, arguing that the time had come for
American independence?
a. General Thomas Gage
b. John Locke
c. Samuel Adams
d. Thomas Paine
Write the letter of the best answer. (4 points each)
____18. Before adopting the Articles of Confederation, the Continental Congress wrestled with all
of the following questions except
a. Should representation be by population or by state?
b. Can supreme power be divided among the states?
c. Should the United States become a republic?
d. Who should get western lands?
____19. The office of president of the United States was first established in the
a. Constitution.
b. Bill of Rights.
c. Articles of Confederation.
d. Declaration of Independence.
____20. Shays's Rebellion contributed to the belief among political leaders that
a. the Articles of Confederation were working well.
b. the nation needed a stronger central government.
c. big states and small states should be represented equally in Congress.
d. slaves should not be counted as people in determining representation.
____21. The system of checks and balances is designed to prevent the dominance of
a. Federalists over Antifederalists.
b. one house of Congress over the other.
c. one branch of the national government over the other two.
d. northern states over southern states.
____22. The proposal that called for a two-house legislature with one house having equal
representation for each state and the other having representation based on population
was the
a. Virginia Plan.
b. New Jersey Plan.
c. Great Compromise.
d. Three-Fifths Compromise.
New Test.tgt, Version: 1
3
Main Ideas. Write the letter of the best answer. (4 points each)
____23. Under the Articles of Confederation, each state's power in Congress was based on
a. one vote per state.
b. the state's size.
c. the state's total population.
d. the state's voting population.
____24. From the time of the Declaration of Independence until the ratification of the
Constitution, the United States functioned without
a. courts.
b. an army.
c. a president.
d. a national currency.
____25. Shays's Rebellion was a protest by farmers who faced problems from
a. an oversupply of paper currency.
b. debts they owed to creditors.
c. debts owed to them by Congress.
d. debts owed to them by the state of Massachusetts.
____26. The Great Compromise was an agreement about how to
a. ratify the Constitution.
b. count slaves in determining population.
c. determine a state's representation in Congress.
d. divide powers between the states and the central government.
New Test.tgt, Version: 1
4
Answer Sheet
1.
c.
the settlers' attitudes and impracticality.
2.
c.
hard work for common goals.
3.
a.
reason.
4.
d.
Africans from Africa to the West Indies and North America.
5.
d.
abandon their Puritan and Anglican congregations.
6.
c.
both the British and the French.
7.
c.
the availability of indentured servants from Europe.
8.
b.
the Stamp Act.
9.
d.
Thomas Paine's Common Sense.
10. a.
the stationing of British soldiers in Boston.
11.
d.
the winter at Valley Forge.
12.
d.
the Treaty of Paris had been signed, acknowledging U.S. independence.
13.
c.
food and ammunition
14.
a.
John Locke's
15.
a.
the Boston Massacre
16.
b.
France
17.
d.
Thomas Paine
18.
c.
Should the United States become a republic?
19.
a.
Constitution.
20.
b.
the nation needed a stronger central government.
21.
c.
one branch of the national government over the other two.
22.
c.
Great Compromise.
New Test.tgt, Version: 1
5
23.
a.
one vote per state.
24.
c.
a president.
25.
b.
debts they owed to creditors.
26.
c.
determine a state's representation in Congress.
New Test.tgt, Version: 1
6
Standards Summary: All Standards In Test
CA 11.1.2 Analyze the ideological origins of the American Revolution, the Founding Fathers'
philosophy of divinely bestowed unalienable natural rights, the debates on the drafting
and ratification of the Constitution, and the addition of the Bill of Rights
CA 11.1.3 Understand the history of the Constitution after 1787 with emphasis on federal versus
state authority and growing democratization
CA 11.1
Students analyze the significant events in the founding of the nation and its attempts to
realize the philosophy of government described in the Declaration of Independence
CA 12.1.4 Explain how the Founding Fathers' realistic view of human nature led directly to the
establishment of a constitutional system that limited the power of the governors and the
governed as articulated in the Federalist Papers
CA 12.2
Students evaluate and take and defend positions on the scope and limits of rights and
obligations as democratic citizens, the relationships among them, and how they are
secured
CA 12.4.4 Discuss Article II of the Constitution as it relates to the executive branch, including
eligibility for office and length of term, election to and removal from office, the oath of
office, and the enumerated executive powers
CA 12.6.4 Describe the means that citizens use to participate in the political process (e.g., voting,
campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing,
running for political office)
CA 12.9
Students analyze the origins, characteristics, and development of different political
systems across time, with emphasis on the quest for political democracy, its advances,
and its obstacles
NCSS IIIf
describe and compare how people create places that reflect culture, human needs,
government policy, and current values and ideals as they design and build specialized
buildings, neighborhoods, shopping centers, urban centers, industrial parks, and the
like;
NCSS IIIg
examine, interpret, and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission of customs and ideas, and
ecosystem changes;
NCSS IIIh
describe and assess ways that historical events have been influenced by, and have
influenced, physical and human geographic factors in local regional, national, and
global settings;
New Test.tgt, Version: 1
7
NCSS IXb
explain conditions and motivations that contribute to conflict, cooperation, and
interdependence among groups, societies, and nations;
NCSS Ia
analyze and explain the ways groups, societies, and cultures address human needs and
concerns;
NCSS Ic
apply an understanding of culture as an integrated whole that explains the functions
and interactions of language, literature, the arts, traditions, beliefs and values, and
behavior patterns
NCSS If
interpret patterns of behavior reflecting values and attitudes that contribute or pose
obstacles to cross-cultural understanding;
NCSS VI
Power, Authority, and Governance. Understanding of the historic development of
structures of power, authority, and governance and their evolving functions in
contemporary society is essential for the emergence of civic competence.
NCSS VIIa explain how the scarcity of productive resources (human, capital, technological, and
natural) requires the development of economic systems to make decisions about how
goods and services are to be produced and distributed;
NCSS VIIf compare how values and beliefs influence economic decisions in different societies;
NCSS VIb
explain the purpose of government and analyze how its powers are acquired, used, and
justified;
NCSS VIc
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance competing
conceptions of a just society;
NCSS VId
compare and analyze the ways nations and organizations respond to conflicts between
forces of unity and forces of diversity;
NCSS VIf
analyze and evaluate conditions, actions, and motivations that contribute to conflict
and cooperation within and among nations;
NCSS VIi
evaluate the extent to which governments achieve their stated ideals and policies at
home and abroad;
NCSS Vd
identify and analyze examples of tensions between expressions of individuality and
efforts used to promote social conformity by groups and institutions;
New Test.tgt, Version: 1
8

Download Report