These questions are used as quizzes. These questions are also 1/3 of the questions for the objective part of the Exam that ends the Unit, with the other 2/3rds coming from the two other quizzes in this Unit.
These questions are from Chapter 10 (starting with the heading “The Expanding Role of Religion” or—if you are using the 4th edition, “Reform and Religion”), 11, and 12.
G |
1 |
This demographic
trend is most associated with the period from about 1830 to about 1860: a. Migration
from the east to west to the *b. Immigration
of Irish and Germans c. Decline in
number and size of cities in the Northeast |
G |
2 |
All of these phrases accurately apply to this
section in the period from about 1830 to about 1860: large cities, impoverish
Irish immigrants who came for any work that was available (including working
in factories), depleted farmland with some farmers leaving the land to work
in factories, many canals and railroads. Which section is it? *a.
Northeast b.
Northwest c. Southeast
(upper South) d. Southwest
(lower South) |
G |
3 |
Which of the
following was NOT an essential
feature of the factory system? a. A supervised
work force b. The use of
interchangeable parts c. The work
force being located in one place *d. Each product
being produced by one worker |
G |
4 |
All of these phrases accurately apply to this
section in the period from about 1830 to about 1860: some large cities,
immigrants from such countries as a.
Northeast *b.
Northwest c. Southeast
(upper South) d. Southwest
(lower South) |
G |
5 |
All of these phrases accurately apply to this
section in the period from about 1830 to about 1860: predominantly rural,
slaves (but declining in proportion to whites because of such issues as sales
to another region), depleted farmland with some planters undertaking
agricultural innovation to increase production and moving from one-crop
agriculture to diversified farming, relying on rivers for transportation of
goods. Which section is it? a.
Northeast b.
Northwest *c. Southeast
(upper South) d. Southwest
(lower South) |
G |
6 |
All of these phrases accurately apply to this
section in the period from about 1830 to about 1860: predominantly rural,
numerous slaves and a high proportion of slaves to whites (increasing
feelings of insecurity among whites), new and fertile farmland used to grow
King Cotton, relying on rivers for transportation of goods. Which section is
it? a.
Northeast b.
Northwest c. Southeast
(upper South) *d. Southwest
(lower South) |
G |
7 |
In the lower or Deep South, the principal
slave-produced commodity was: a. Tobacco *b. Cotton c. Corn d. Wheat e. Indigo |
G |
8 |
The term
________________________ can be defined as the view that the a.
Abolitionist b.
Antislavery *c. Manifest
destiny d. Nativism e. Popular
sovereignty |
G |
9 |
The rise of
American _________________ was encouraged by fears of Catholic influences and
of radical influences in American politics and by concerns about native-born
Americans losing jobs. The political group most associated with this movement
was the Know-Nothings. a. Abolitionist b.
Antislavery c. Manifest
destiny *d.
Nativism e. Popular
sovereignty |
G |
10 |
The political
position that the people should, by their votes, be the ones to decide on the
matter of slavery in the territories was called ___________________________.
This position became a national issue because of expansion into the
Kansas-Nebraska territories. a.
Abolitionist b.
Antislavery c. Manifest
destiny d. Nativism *e. Popular
sovereignty |
G |
11 |
All of the
following were reforms in the pre-Civil War era EXCEPT: a. Reform of
prisons and treatment of the insane b. Temperance or
stopping the consumption of alcohol *c. Using
antibiotics to treat illness d. Various organizations
trying to deal with slavery in |
G |
12 |
Horace Mann a. was a
reformer and a successful advocate for public education. b. believed that
public education was necessary to protect democracy c. was a
reformer and advocate for prison reform. d. was the
creator of new types of insurance for working people *e. Both a and b |
G |
13 |
Herman Melville,
Walt Whitman, and Nathaniel Hawthorne are representative of this group: *a. Writers who helped
to create a distinctly American literature, dealing with American themes and
in American settings b.
Transcendentalists who rejected the focus on reason and observation as a way
to know (a focus that was inherent in the Enlightenment) and who instead
stressed personal insights c. Women’s
rights advocates d. Abolitionist
or anti-slavery advocates or authors |
G |
14 |
Ralph Waldo
Emerson and Henry David Thoreau are representative of this group: a. Writers who helped
to create a distinctly American literature, dealing with American themes and
in American settings *b.
Transcendentalists who rejected the focus on reason and observation as a way
to know (a focus that was inherent in the Enlightenment) and who instead
stressed personal insights c. Women’s
rights advocates d. Abolitionist
or anti-slavery advocates or authors |
G |
15 |
Brook Farm, New
Harmony, a. Antislavery b. Medical or health
practices c. Temperance *d. Utopian
commune (either secular or religious) |
G |
16 |
The Church of
Jesus Christ of Latter-Day Saints was founded in the 1820s by Joseph Smith.
Its funds were communal; its members also practiced polygamy. Its members
migrated repeatedly to try to avoid the intense hatred of local citizens and
created a paramilitary group to protect its members. Its members eventually
settled in the Great Salt Lake region of a.
Moravians *b. Mormans c. d. Shakers e.
Washingtonians |
G |
17 |
Lucretia Mott, Elizabeth
Cady Stanton, and Susan B. Anthony are representative of this group: a. Writers who
helped to create a distinctly American literature, dealing with American
themes and in American settings b.
Transcendentalists who rejected the focus on reason and observation and a way
to know (a focus that was inherent in the Enlightenment) and who instead
stressed personal insights *c. Women’s
rights advocates d. Abolitionist
or anti-slavery advocates or authors |
G |
18 |
Interconnected with
the antislavery movement was the women's rights movement, whose leaders were
frequently active in both. This document, expressing their position, stated
that "all men and women are created equal": a. Uncle Tom's Cabin b. Democracy in *c. d. The Liberator |
G |
19 |
This
organization proposed the idea of compensation for owners who freed their
slaves and removal of freed blacks from the *a. American Colonization
Society b. Free
Soilers c. American
Antislavery Society |
G |
20 |
This movement
was antislavery, but not abolitionist. It wanted to keep slavery out of the
Western territories and therefore attracted wider public support than abolitionism: a. American
Colonization Society *b. Free
Soilers c. American
Antislavery Society |
G |
21 |
This
organization was abolitionist and called for the immediate end of slavery. a. American
Colonization Society b. Free
Soilers *c. American
Antislavery Society |
G |
22 |
This white
abolitionist called for an immediate end to slavery, for full equality for
women within the abolitionist movement, and eventually for the expulsion of
slave states from the *a. William
Lloyd Garrison b. Benjamin
Lundy c. Frederick
Douglass d. Elijah
Lovejoy |
G |
23 |
This person was
the leading black abolitionist. He was born into slavery, ran away, and later
bought his own freedom. He spent years lecturing in a. William Lloyd Garrison b. Benjamin Lundy *c. Frederick Douglass d. Elijah Lovejoy |
G |
24 |
Both an
indicator and a cause of the growing division between North and South was
this book, written by Harriet Beecher Stowe. It sold over 300,000 copies in
1852, its first year, and spread the message of abolitionism to an enormous
new audience: *a. Uncle Tom's Cabin b. Democracy in c. d. The Liberator |
G |
25 |
The book Uncle
Tom's Cabin was both an indicator and a cause of the growing
division between North and South. It sold over 300,000 copies in 1852, its first
year, and spread the message of abolitionism to an enormous new audience. Its
author was: a. Susan B.
Anthony b. Frederick
Douglass c. *d. Harriet
Beecher Stowe |
G |
26 |
About half of the
African Americans experiencing slavery worked a. in small
southern towns. b. in mines and
small factories. c. on farms. *d. on
plantations. |
G |
27 |
The conditions
of a slave's life: *a. Varied widely
depending on a number of factors, such as the individual master, the
differences in enforcement of slave codes (laws passed to control slaves),
and the size of the master's farm or plantation b. Were
generally the same throughout the South c. Were determined
completely by the slave codes d. Were often
controlled by the largest plantation owner within a region |
G |
28 |
This area
revolted from its mother country, a. b. c. d. *e. |
G |
29 |
This area was
claimed by both a. b. c. *d. e. |
G |
30 |
This measure
never became law. It prohibited slavery in any territory taken from *a. Wilmot
Proviso b. Compromise of
1850 c. d.
Kansas-Nebraska Act |
G |
31 |
The war with
this nation resulted in the a. b. *c. d. e. |
G |
32 |
All EXCEPT this area was acquired by the a. b. c. *d. |
G |
33 |
The gold rush in
1849 in this new territory resulted in the area quickly meeting the
population requirement for statehood and therefore forcing a reluctant
Congress to once again deal with the lethal combination of slavery and
expansion: a. *b. c. d. e. Texas |
G |
34 |
This measure was
an attempt to deal with the sectional division over slavery escalated by the new
lands acquired from Mexico, the rapid growth in population in California that
made it a candidate for statehood (as a free state), and the political
consequences to the balance of votes in the Senate. The measure admitted a. Wilmot
Proviso *b. Compromise
of 1850 c. d.
Kansas-Nebraska Act |
G |
35 |
This measure was
intended to make it technically possible to have the planned transcontinental
railroad go through the South instead of the North. It provoked sectional
divisions: a. Wilmot
Proviso b. Compromise of
1850 *c. d.
Kansas-Nebraska Act |
G |
36 |
This measure
organized a territory key to the transcontinental railroad be able to run
through the North. It applied the principle of popular sovereignty to these
territories and repealed the Missouri Compromise of 1820. It increased
sectional division: a. Wilmot
Proviso b. Compromise of
1850 c. *d.
Kansas-Nebraska Act |
G |
37 |
The controversy
in a. Offer an effective
solution to the problem of slavery *b. Could result
in civil war in a new territory c. Was a
solution wholeheartedly supported by both North and South d. Was a
solution wholeheartedly supported by abolitionist and antislavery groups |
These
questions are in some cases based on questions in the test database for
American Passages.
|
WCJC
Department: |
History
– Dr. Bibus |
Contact
Information: |
281.239.1577
or bibusc@wcjc.edu |
Last
Updated: |
2013 |
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