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Test Bank for Visions of America: A History of the United States, Volume 1, 3rd Edition

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    TEST BANK V ISIONS OF A MERICA A History of the United States Third Edition Jennifer D. Keene Chapman University Saul Cornell Fordham University Edward T. O’Donnell College of the Holy Cross

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    iii Table of Contents Chapter 1 People in Motion: The Atlantic World to 1590 ...................................................................... 1 Chapter 2 Models of Settlement: English Colonial Societies, 1590 – 1710 ........................................... 31 Chapter 3 Growth, Slavery, and Conflict: Colonial America, 1710 – 1763 ........................................... 62 Chapter 4 Revolutionary America: Change and Transformation, 1764 – 1783 ...................................... 96 Chapter 5 A Virtuous Republic: Creating a Workable Government, 1783 – 1789 .............................. 127 Chapter 6 The New Republic: An Age of Political Passion, 1789 – 1800 ........................................... 157 Chapter 7 Jeffersonian America: An Expanding Empire of Liberty, 1800 – 1824 ............................... 187 Chapter 8 Democrats and Whigs: Democracy and American Culture, 1820–1840............................ 224 Chapter 9 Workers, Farmers, and Slaves: The Transformation of the American Economy, 1815–1848................................................. 261 Chapter 10 Revivalism, Reform, and Artistic Renaissance, 1820 – 1850 ............................................ 292 Chapter 11 “To Overspread the Continent:” Westward Expansion and Political Conflict, 1840 – 1848 ..................................................... 326 Chapter 12 Slavery and Sectionalism: The Political Crisis of 1848 – 1861 ......................................... 359 Chapter 13 A Nation Torn Apart: The Civil War, 1861 – 1865 ........................................................... 394 Chapter 14 Now That We Are Free: Reconstruction and the New South, 1863–1890....................... 430 Chapter 15 Conflict and Conquest: The Transformation of the West, 1860 – 1900 ............................. 466 Chapter 16 Wonder and Woe: The Rise of Industrial America, 1865 – 1900 ...................................... 502 Chapter 17 Becoming a Modern Society: America in the Gilded Age, 1877 – 1900 ........................... 540 Chapter 18 Creating a Democratic Paradise: The Progressive Era, 1895 – 1915 ................................. 574 Chapter 19 Imperial America: The United States in the World, 1890 – 1914 ...................................... 608 Chapter 20 The Great War: World War I, 1914 – 1918 ........................................................................ 643 Chapter 21 A Turbulent Decade: The Twenties ................................................................................. 680 Chapter 22 A New Deal for America: The Great Depression, 1929 – 1940 ......................................... 714 Chapter 23 World War II: Fighting the Good War, 1939 – 1945 ......................................................... 746 Chapter 24 A Divided World: The Early Cold War, 1945 – 1963 ........................................................ 781 Chapter 25 In a Land of Plenty: Contentment and Discord, 1945 – 1960 ............................................ 815 Chapter 26 A Nation Divided: The Vietnam War, 1945 – 1975 .......................................................... 847 Chapter 27 A Decade of Discord: The Challenge of the Sixties ......................................................... 884 Chapter 28 Righting a Nation Adrift: America in the 1970s and 1980s ............................................. 925 Chapter 29 Building a New World Order: The United States, 1989 – 2009 ......................................... 959

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    1 CHAPTER ONE PEOPLE IN MOTION: THE ATLANTIC WORLD TO 1590 Multiple Choice 1. In the engraving Amerigo Vespucci Awakens a Sleeping America, the native inhabitants of this new continent are portrayed as being __________. A) good-natured but primitive B) sexual and savage C) charitable and religious D) well-educated but unsophisticated Answer: B Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: Introduction Difficulty Level: Moderate Skill Level: Understand the Connections Text Asset: Chapter opening image

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    2 2. The Paleo-Indians were __________. A) farmers with complex systems of trade and agriculture B) residents of permanent settlements C) the first human settlers of the Americas D) those who migrated from Asia by land rather than by sea Answer: C Learning Outcome : Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1 The First Americans Difficulty Level: Easy Skill Level: Remember the Facts 3. Based on this map, scholarly theories reveal that the first inhabitants of the Americas arrived by __________. A) crossing a land bridge from Asia or traveling by boat B) sailing westward from Europe and Africa across the Atlantic Ocean C) migrating north from the southernmost points of South America D) journeying by boat from Greenland to the eastern coast of North America Answer: A Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.1 Migration, Settlement, and the Rise of Agriculture Difficulty Level: Easy Skill Level: Remember the Facts Text Asset: 1.1 Migration from Asia to America

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    3 4. How did the Archaic Era Indians differ from the Paleo-Indians? A) Both men and women hunted large mammals together in small bands. B) They developed a written language system. C) They were the first to use the spearheads now known as Clovis points. D) They learned how to collect and plant seeds. Answer: D Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chr onology in the Atlantic World to 1590 Topic: 1.1.1 Migration, Settlement, and the Rise of Agriculture Difficulty Level: Difficult Skill Level: Analyze It 5. Olmecs, Maya, Toltecs, and Aztecs were advanced societies in __________. A) the Mississippi Valley B) Mesoamerica C) South America D) the American Southwest Answer: B Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.1 Migration, Settlement, and the Rise of Agriculture Difficulty Level: Easy Skill Level: Remember the Facts 6. How did the Aztecs modify their natural environment to develop a successful civilization centered on an island on Lake Texcoco? A) They implemented a system of slavery based on captured prisoners of war and criminals. B) They created a central plaza with towering pyramids which served as temples. C) They constructed a system of dams and aqueducts to control lake levels and bring in fresh water. D) They built elaborate earthen mounds to bury their dead. Answer: C Learning Outcome: Demonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.2 The Aztec Difficulty Level: Difficult Skill Level: Analyze It

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    4 7. The system of housing developed by the Anasazi in the American Southwest differed from other housing systems constructed by early complex societies in the Americas because __________. A) they had a sophisticated system of interconnected multi-roomed structures used for both religious ceremonies and housing B) their homes were built on top of large earthen mounds C) their wooden and bark structures could easily be assembled and reassembled as they moved when the seasons of the year changed D) they lived on a series of islands connected by causeways and bridges Answer: A Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.3 Mound Builders and Pueblo Dwellers Difficulty Level: Moderate Skill Level: Understand the Connections 8. Aztec society was different from that of the mound builders and Anasazi in that only the Aztec __________. A) created urban areas B) built remarkable structures C) traded with other groups D) practiced human sacrifice Answer: D Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.2 The Aztec Difficulty Level: Moderate Skill Level: Understand the Connections 9. What left indigenous Americans most vulnerable to Europeans upon first contact? A) their isolation and lack of exposure to many diseases B) their conviction in magic and superstition C) their lack of such animals as horses and camels D) their lack of highly developed iron weapons Answer: A Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.5 American Societies on the Eve of European Contact Difficulty Level: Difficult Skill Level: Analyze It

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    5 10. Based on this engraving of the village of Secoton, how did the Eastern Woodland Indians differ from Mesoamerican Indians? A) Their social structure was rigidly hierarchical. B) They constructed large homes of adobe and stone. C) Their food source was limited to hunting large game and gathering wild plants. D) Their outlook was more communal than individualistic. Answer: D Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.1.4 Eastern Woodlands Indian Societies Difficulty Level: Difficult Skill Level: Analyze It Text Asset: 1.4 Engraving Based on John White’s Painting of Secoton

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    6 11. The engraving system that emerged as a result of the invention of the printing press and transformed visual culture __________. A) relied on unskilled laborers B) was a complicated multiple-stepped process C) was a slow activity that led to the production of only one or two images per year D) depended on simple and primitive tools Answer: B Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.2 Trade, Commerce, and Urbanization Difficulty Level: Difficult Skill Level: Analyze It Text Asset: 1.5 Copper Engraving 12. What defined the nation-states that emerged in Europe by the sixteenth century? A) adherence to the Protestant religion B) an unorganized military system C) increased trade D) centralized power Answer: D Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.4 New Monarchs and the Rise of the Nation-State Difficulty Level: Moderate Skill Level: Understand the Connections

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    7 13. What trade goods from Asia were most sought after by Europeans? A) new food products like chocolate and tomatoes B) gold and silver C) spices, silk, and cotton D) prized dyes such as indigo and cochineal Answer: C Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.1 The Allure of the East and the Challenge of Islam Difficulty Level: Easy Skill Level: Remember the Facts 14. By 1400, most of the trade and finance in Europe was controlled by __________. A) Venice and other Italian city-states B) the new nation-states of Spain and Portugal C) Muslim merchants in Eastern Europe D) Dutch and Belgian cities like Amsterdam and Antwerp Answer: A Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.1 Trade, Commerce, and Urbanization Difficulty Level: Easy Skill Level: Remember the Facts 15. In capitalism, the prices of goods and services are set by __________. A) the monarchy and the church B) bankers and merchants C) the market D) landowners Answer: C Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.1 Trade, Commerce, and Urbanization Difficulty Level: Easy Skill Level: Remember the Facts

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    8 16. Eastern Woodlands Indians viewed nature as sacred, whereas Europeans primarily saw it as __________. A) a source of religious inspiration B) something to control and exploit C) an environment filled with animal spirits D) a resource to conserve Answer: B Learning Outcome: D emonstrate knowledge of k ey events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.1 Trade, Commerce, and Urbanization Difficulty Level: Moderate Skill Level: Understand the Connections 17. The British monarch who separated from the Catholic Church to form the Church of England was _________. A) Elizabeth I B) Henry VIII C) Edward VI D) Ferdinand of Aragon Answer: B Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.4 New Monarchs and the Rise of the Nation-State Difficulty Level: Easy Skill Level: Remember the Facts 18. What quality did the Renaissance and Reformation share? A) a desire to maximize profits through capitalism B) a rejection of the Bible C) acceptance of art and sculpture that emphasized the beauty of the human body D) a questioning of the status quo Answer: D Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.3 Renaissance and Reformation Difficulty Level: Difficult Skill Level: Analyze It

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    9 19. How does this illustration address one of the essential beliefs of Calvinism? A) All images were forms of idolatry that had to be purged. B) God had destined people for salvation before birth. C) The true church was embodied by an “elect.” D) The damned could find salvation through good works. Answer: A Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.3 Renaissance and Reformation Difficulty Level: Difficult Skill Level: Analyze It Text Asset: 1.6 Protestants Stripping a Church of Images

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    10 20. How did Ferdinand and Isabella transform Spain into a world power in the late 1400s? A) They strengthened the power of the Roman Catholic Church. B) They appointed Jews and Muslims to a council of political advisors. C) They increased the power of the nobility. D) They lowered taxes and increased agricultural production. Answer: A Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.2.4 New Monarchs and the Rise of the Nation-State Difficulty Level: Moderate Skill Level: Understand the Connections 21. Christopher Columbus planned to find a more direct route to Asia by __________. A) traveling around the southern tip of Africa B) taking an overland trade route across the Middle East C) sailing west across the Atlantic Ocean D) finding a Northwest Passage through the Arctic Ocean Answer: C Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3 Columbus and the Columbian Exchange Difficulty Level: Easy Skill Level: Remember the Facts 22. The first Europeans to arrive in North America were the __________. A) Portuguese B) Vikings C) Spanish D) English Answer: B Learning Outcom e: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.1 Columbus Encounters the “Indians” Difficulty Level: Easy Skill Level: Remember the Facts

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    11 23. What was the Columbian Exchange? A) the belief that Europeans should treat Indians as savages who were to be ordered about B) the implementation of new technological skills to explore new lands and water routes C) the biological encounter between the native peoples of the Americas and the first Europeans to cross the Atlantic D) the introduction of Christian beliefs to the native peoples found in the Americas Answer: C Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.1 Columbus Encounters the “Indians” Difficulty Level: Easy Skill Level: Remember the Facts 24. The objects in the drawing “Nova Reperta” represent __________. A) religious artifacts used to convert Indians to Christianity B) new products introduced to Europe from North and South America C) technology borrowed from the Islamic world D) new discoveries that made the exploration and settlement of the “New World” possible Answer: D Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.2 European Technology in the Era of the Columbian Exchange Difficulty Level: Moderate Skill Level: Understand the Connections Text Asset: 1.9 Nova Reperta

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    12 25. The Spanish exported which of the following items from the lands they conquered in the Americas? A) horses B) gold and silver C) luxury cloth such as silk D) grains such as wheat and barley Answer: B Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.3 The Conquest of the Aztec and Inca Empires Difficulty Level: Easy Skill Level: Remember the Facts 26. Although Hernán Cortés was greatly outnumbered by the Aztecs, he was able to conquer this powerful empire because of alliances that he made with __________. A) people who had been conquered by the Aztecs B) slaves looking to win their freedom C) the Inca Empire D) other European settlers Answer: A Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.3 The Conquest of the Aztec and Inca Empires Difficulty Level: Easy Skill Level: Remember the Facts 27. Christopher Columbus’s attitude toward the inhabitants of the Indies was primarily one of __________. A) resentment B) reverence C) cooperation D) superiority Answer: D Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.1 Columbus Encounters the “Indians” Difficulty Level: Difficult Skill Level: Analyze It

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    13 28. What role did disease play in the Columbian Exchange? A) The negative impact of disease was limited to the Indian population. B) New food products discovered in the Americas infected Europeans with previously unknown diseases. C) “New World” Indians were decimated by smallpox and other diseases brought by Europeans. D) The diseases brought by Europeans to the “New World” wiped out large numbers of native animal populations. Answer: C Learning Outcome: D emonstrate knowledge of key events, people, institutions, and chronology in the Atlantic World to 1590 Topic: 1.3.1 Columbus Encounters the “Indians” Difficulty Level: Moderate Skill Level: Understand the Connections

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