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

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TEST BANKVISIONS OFAMERICAA History of the United StatesThird EditionJennifer D. KeeneChapman UniversitySaul CornellFordham UniversityEdward T. O’DonnellCollege of the Holy Cross

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

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1CHAPTER ONEPEOPLE IN MOTION: THE ATLANTIC WORLD TO 1590Multiple Choice1. In the engravingAmerigo Vespucci Awakens a Sleeping America,the native inhabitants of thisnew continent are portrayed as being __________.A) good-natured but primitiveB) sexual and savageC) charitable and religiousD) well-educated but unsophisticatedAnswer: BLearning Outcome:Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: IntroductionDifficulty Level: ModerateSkill Level: Understand the ConnectionsText Asset: Chapter opening image

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22. The Paleo-Indians were __________.A) farmers with complex systems of trade and agricultureB) residents of permanent settlementsC) the first human settlers of the AmericasD) those who migrated from Asia by land rather than by seaAnswer: CLearning Outcome:Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.1 The First AmericansDifficulty Level: EasySkill Level: Remember the Facts3. Based on this map, scholarly theories reveal that the first inhabitants of the Americas arrivedby __________.A) crossing a land bridge from Asia or traveling by boatB) sailing westward from Europe and Africa across the Atlantic OceanC) migrating north from the southernmost points of South AmericaD) journeying by boat from Greenland to the eastern coast of North AmericaAnswer: ALearning Outcome:Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.1.1 Migration, Settlement, and the Rise of AgricultureDifficulty Level: EasySkill Level: Remember the FactsText Asset: 1.1 Migration from Asia to America

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34. 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: DLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.1.1 Migration, Settlement, and the Rise of AgricultureDifficulty Level: DifficultSkill Level: Analyze It5. Olmecs, Maya, Toltecs, and Aztecs were advanced societies in __________.A) the Mississippi ValleyB) MesoamericaC) South AmericaD) the American SouthwestAnswer: BLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.1.1 Migration, Settlement, and the Rise of AgricultureDifficulty Level: EasySkill Level: Remember the Facts6. How did the Aztecs modify their natural environment to develop a successful civilizationcentered 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 freshwater.D) They built elaborate earthen mounds to bury their dead.Answer: CLearning Outcome:Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.1.2 The AztecDifficulty Level: DifficultSkill Level: Analyze It

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47. The system of housing developed by the Anasazi in the American Southwest differed fromotherhousingsystemsconstructedbyearlycomplexsocietiesintheAmericasbecause__________.A) they had a sophisticated system of interconnected multi-roomed structures used for bothreligious ceremonies and housingB) their homes were built on top of large earthen moundsC) their wooden and bark structures could easily be assembled and reassembled as they movedwhen the seasons of the year changedD) they lived on a series of islands connected by causeways and bridgesAnswer: ALearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.1.3 Mound Builders and Pueblo DwellersDifficulty Level: ModerateSkill Level: Understand the Connections8. Aztec society was different from that of the mound builders and Anasazi in that only the Aztec__________.A) created urban areasB) built remarkable structuresC) traded with other groupsD) practiced human sacrificeAnswer: DLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.1.2 The AztecDifficulty Level: ModerateSkill Level: Understand the Connections9. What left indigenous Americans most vulnerable to Europeans upon first contact?A) their isolation and lack of exposure to many diseasesB) their conviction in magic and superstitionC) their lack of such animals as horses and camelsD) their lack of highly developed iron weaponsAnswer: ALearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.1.5 American Societies on the Eve of European ContactDifficulty Level: DifficultSkill Level: Analyze It

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510. Based on this engraving of the village of Secoton, how did the Eastern Woodland Indiansdiffer 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: DLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.1.4 Eastern Woodlands Indian SocietiesDifficulty Level: DifficultSkill Level: Analyze ItText Asset: 1.4 Engraving Based on John White’s Painting of Secoton

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611. The engraving system that emerged as a result of the invention of the printing press andtransformed visual culture __________.A) relied on unskilled laborersB) was a complicated multiple-stepped processC) was a slow activity that led to the production of only one or two images per yearD) depended on simple and primitive toolsAnswer: BLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.2.2 Trade, Commerce, and UrbanizationDifficulty Level: DifficultSkill Level: Analyze ItText Asset: 1.5 Copper Engraving12. What defined the nation-states that emerged in Europe by the sixteenth century?A) adherence to the Protestant religionB) an unorganized military systemC) increased tradeD) centralized powerAnswer: DLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.2.4 New Monarchs and the Rise of the Nation-StateDifficulty Level: ModerateSkill Level: Understand the Connections

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713. What trade goods from Asia were most sought after by Europeans?A) new food products like chocolate and tomatoesB) gold and silverC) spices, silk, and cottonD) prized dyes such as indigo and cochinealAnswer: CLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.2.1 The Allure of the East and the Challenge of IslamDifficulty Level: EasySkill Level: Remember the Facts14. By 1400, most of the trade and finance in Europe was controlled by __________.A) Venice and other Italian city-statesB) the new nation-states of Spain and PortugalC) Muslim merchants in Eastern EuropeD) Dutch and Belgian cities like Amsterdam and AntwerpAnswer: ALearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.2.1 Trade, Commerce, and UrbanizationDifficulty Level: EasySkill Level: Remember the Facts15. In capitalism, the prices of goods and services are set by __________.A) the monarchy and the churchB) bankers and merchantsC) the marketD) landownersAnswer: CLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.2.1 Trade, Commerce, and UrbanizationDifficulty Level: EasySkill Level: Remember the Facts

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816. Eastern Woodlands Indians viewed nature as sacred, whereas Europeans primarily saw it as__________.A) a source of religious inspirationB) something to control and exploitC) an environment filled with animal spiritsD) a resource to conserveAnswer: BLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.2.1 Trade, Commerce, and UrbanizationDifficulty Level: ModerateSkill Level: Understand the Connections17. The British monarch who separated from the Catholic Church to form the Church of Englandwas _________.A) Elizabeth IB) Henry VIIIC) Edward VID) Ferdinand of AragonAnswer: BLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.2.4 New Monarchs and the Rise of the Nation-StateDifficulty Level: EasySkill Level: Remember the Facts18. What quality did the Renaissance and Reformation share?A) a desire to maximize profits through capitalismB) a rejection of the BibleC) acceptance of art and sculpture that emphasized the beauty of the human bodyD) a questioning of the status quoAnswer: DLearning Outcome: Demonstrateknowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.2.3 Renaissance and ReformationDifficulty Level: DifficultSkill Level: Analyze It

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919. 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: ALearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.2.3 Renaissance and ReformationDifficulty Level: DifficultSkill Level: Analyze ItText Asset: 1.6 Protestants Stripping a Church of Images

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1020. 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: ALearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.2.4 New Monarchs and the Rise of the Nation-StateDifficulty Level: ModerateSkill Level: Understand the Connections21. Christopher Columbus planned to find a more direct route to Asia by __________.A) traveling around the southern tip of AfricaB) taking an overland trade route across the Middle EastC) sailing west across the Atlantic OceanD) finding a Northwest Passage through the Arctic OceanAnswer: CLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to1590Topic: 1.3 Columbus and the Columbian ExchangeDifficulty Level: EasySkill Level: Remember the Facts22. The first Europeans to arrive in North America were the __________.A) PortugueseB) VikingsC) SpanishD) EnglishAnswer: BLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.3.1 Columbus Encounters the “Indians”Difficulty Level: EasySkill Level: Remember the Facts

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1123. What was the Columbian Exchange?A) the belief that Europeans should treat Indians as savages who were to be ordered aboutB) the implementation of new technological skills to explore new lands and water routesC) the biological encounter between the native peoples of the Americas and the first Europeansto cross the AtlanticD) the introduction of Christian beliefs to the native peoples found in the AmericasAnswer: CLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.3.1 Columbus Encounters the “Indians”Difficulty Level: EasySkill Level: Remember the Facts24. The objects in the drawing “Nova Reperta” represent __________.A) religious artifacts used to convert Indians to ChristianityB) new products introduced to Europe from North and South AmericaC) technology borrowed from the Islamic worldD) new discoveries that made the exploration and settlement of the “New World” possibleAnswer: DLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.3.2 European Technology in the Era of the Columbian ExchangeDifficulty Level: ModerateSkill Level: Understand the ConnectionsText Asset: 1.9 Nova Reperta

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1225. The Spanish exported which of the following items from the lands they conquered in theAmericas?A) horsesB) gold and silverC) luxury cloth such as silkD) grains such as wheat and barleyAnswer: BLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.3.3 The Conquest of the Aztec and Inca EmpiresDifficulty Level: EasySkill Level: Remember the Facts26. Although Hernán Cortés was greatly outnumbered by the Aztecs, he was able to conquer thispowerful empire because of alliances that he made with __________.A) people who had been conquered by the AztecsB) slaves looking to win their freedomC) the Inca EmpireD) other European settlersAnswer: ALearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.3.3 The Conquest of the Aztec and Inca EmpiresDifficulty Level: EasySkill Level: Remember the Facts27. Christopher Columbus’s attitude toward the inhabitants of the Indies was primarily one of__________.A) resentmentB) reverenceC) cooperationD) superiorityAnswer: DLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.3.1 Columbus Encounters the “Indians”Difficulty Level: DifficultSkill Level: Analyze It

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1328. 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 unknowndiseases.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 nativeanimal populations.Answer: CLearning Outcome: Demonstrate knowledge of key events, people, institutions, and chronologyinthe Atlantic World to 1590Topic: 1.3.1 Columbus Encounters the “Indians”Difficulty Level: ModerateSkill Level: Understand the Connections

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