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.
Two tips:
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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 Mississippi River *b.
Immigration of Irish and Germans c.
Decline in number and size of cities in the Northeast |
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2 |
All of these phrases
accurately apply to this section in the period from about 1830 to about 1860:
large cities, impoverished 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) |
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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 |
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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 Germany and
Scandinavia who had resources to buy farms, fertile farmland with farmers
using agricultural innovation and technology to increase production, many
east-west railroads. Which section is it? a.
Northeast *b.
Northwest c.
Southeast (upper South) d.
Southwest (lower South) |
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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) |
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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) |
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7 |
In
the lower or Deep South, the
principal slave-produced commodity was: a.
Tobacco *b.
Cotton c.
Corn d.
Wheat e.
Indigo |
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8 |
The
term ________________________ can be defined as the view that the United
States was justified by God and history to expand its land. This movement became
national policy with the election of President Polk in 1844 and his campaign
for acquisition of both Oregon and Texas. a.
Abolitionist b.
Antislavery *c.
Manifest destiny d.
Nativism e.
Popular sovereignty |
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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 |
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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 |
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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 America |
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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 |
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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 |
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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 |
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15 |
Brook
Farm, New Harmony, Oneida, and the Shakers are all representative of this
type of reform: a.
Antislavery b.
Medical or health practices c.
Temperance *d.
Utopian commune (either secular or religious) |
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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 Utah and increased its
communal organization to survive there. The group is also known as: a.
Moravians *b.
Mormans c.
Oneida settlers d.
Shakers e.
Washingtonians |
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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 |
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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 America *c.
Seneca Falls Declaration d.
The Liberator |
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19 |
This
organization proposed the idea of compensation for owners who freed their
slaves and removal of freed blacks from the United States, with some going to
Africa to what became Liberia: *a.
American Colonization Society b.
Free Soilers
c.
American Antislavery Society |
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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 |
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21 |
This
organization was abolitionist and called for the immediate end of slavery. a.
American Colonization Society b.
Free Soilers
*c.
American Antislavery Society |
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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 Union: *a.
William Lloyd Garrison b.
Benjamin Lundy c.
Frederick Douglass d.
Elijah Lovejoy |
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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 England
against slavery, wrote a respected autobiography, and founded the newspaper The North Star: a. William Lloyd
Garrison b. Benjamin Lundy *c. Frederick Douglass d. Elijah Lovejoy |
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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 America c.
Seneca Falls Declaration d.
The Liberator |
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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.
Elizabeth Cady Stanton *d.
Harriet Beecher Stowe |
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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. |
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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 |
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28 |
This
area revolted from its mother country, Mexico, in the mid-1830s. For almost
10 years, it was a reluctant independent republic because United States
administrations hesitated to add to national tensions with the admission--the
annexation--of a large slave state. The Lone Star Republic became the
Lone Star State of: a.
Arizona b.
California c.
New Mexico d.
Oregon *e.
Texas |
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29 |
This
area was claimed by both Great Britain and the US, and there was talk of war
in the 1840s on both sides when the two countries could not resolve their
boundary dispute, with some in the US wanting 54º40’
instead of the 49th parallel. In his campaign in 1844, Polk
advocated expansion to this area to appeal to Northerners to balance his call
for annexation of Texas, an expansion that appealed to Southerners. A treaty
in 1846 resolved the boundary as it remains today: a.
Arizona b.
California c.
New Mexico *d.
Oregon e.
Texas |
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30 |
This
measure never became law. It prohibited slavery in any territory taken from
Mexico. Its significance comes from the sectional division it provoked and
represented: *a.
Wilmot Proviso b.
Compromise of 1850 c.
Gadsden Purchase d.
Kansas-Nebraska Act |
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31 |
The
war with this nation resulted in the United States gaining new territory in
the 1840s: a.
France b.
Great Britain *c.
Mexico d.
Russia e.
Spain |
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32 |
All
EXCEPT this area was acquired by the
United States with the treaty that ended the Mexican War in 1848: a.
Arizona b.
California c.
New Mexico *d.
Texas |
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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.
Arizona *b.
California c.
New Mexico d.
Oregon e.
Texas |
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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 California, ended the slave trade (not slavery) in the
nation's capital, gave the South an expanded Fugitive Slave Act, and
established the principle of popular sovereignty for other territories: a.
Wilmot Proviso *b.
Compromise of 1850 c.
Gadsden Purchase d.
Kansas-Nebraska Act |
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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.
Gadsden Purchase d.
Kansas-Nebraska Act |
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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.
Gadsden Purchase *d.
Kansas-Nebraska Act |
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37 |
The
controversy in Kansas suggested that popular sovereignty: 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.
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WCJC Department: |
History – Dr. Bibus |
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Contact Information: |
281.239.1577 or bibusc@wcjc.edu |
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Last Updated: |
2013 |
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