Practice Mock test- From 1_24_22 to 1_26_22
Stimulus Based
Multiple Choice
Unit 11.1: Colonial Foundations
Name: _______________________________________________
Date: _______________
Part I: Multiple Choice Questions
….Not long before the English came into the Country, happened a great mortality amongst [Native Americans],
especially where the English afterwards planted, the East and Northern parts were sore smitten with the
Contagion; first by the plague, afterwards when the English came by the small pox, the three Kingdoms or
Sagamorships of the Massachusetts were very populous, having under them seven Dukedoms or pettiSagamorships, but by the plague were brought from 30,000 to 300. There are not many now to the Eastward,
the Pequots were destroyed by the English: the Mohawks are about five hundred….
Source: John Josselyn, An Account of Two Voyages to New-England, Made during the Years 1638, 1663
1. The events described in this account could be considered a turning point in history because
(1) The author of this account went on to become a powerful English Lord.
(2) Native American societies grew strong again after contracting European diseases, resulting in an
increase in Native populations at this time.
(3) Native Americans in the British colonies experienced a drastic decline in population due to disease
and war brought by Europeans.
(4) New England colonists repaired relationships with Native Americans soon after the incidents
described.
2. Based on the information provided in this account, which claim is most plausible?
(1) Native American peoples were welcoming to European colonists who settled in North America.
(2) Native American populations were susceptible to diseases to which they had no previous
exposure.
(3) European colonists poisoned Native peoples intentionally, decimating their population.
(4) Native American civilization was far inferior to European civilization
Base your answers to questions 3 through 5 on the documents below and your knowledge of social studies.
Afterwards they [the surviving English colonists] began to plant
their corn, in which service Squanto [a Native American] stood
them in great stead, showing them both the manner how to set
it, and after how to dress & tend it. Also he told them [unless]
they got fish & set with it... it would come to nothing, and he
showed them that in the middle of April they should have store
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
enough come up the brook, by which they be-gan to build, and
taught them how to take it, and where to get other provisions
necessary for them, all which they found true by trial &
experience. Some English seed they sowed, as wheat & peas,
but it came not to good, either by the badness of the seed, or
lateness of the season, or both, or some other defect.
William Bradford (1588 - 1657), History Of Plimouth
Plantation, (modified) From the Original Manuscript. With a
Report of the Proceedings Incident to the Return of the
Manuscript to Massachusetts.
Cover of a catechism, or Catholic prayer
book, created by Spanish missionary
Francisco Pareja, written in the language
spoken by the Timucuan, Indigenous people
of Florida. Published in Mexico by Juan Ruyz,
1627
Source: Wright & Potter Printing Co., State Printers, 1898
Source: UPenn Libraries
3. A historian would find the Catholic prayer book (1627) most useful for
(1) showing the kindness exhibited by Spanish missionaries to indigenous peoples of Florida
(2) showing that indigenous Floridians already practiced Christianity before the arrival of the Spanish
(3) showing that Spanish missionaries in the Americas sought to convert indigenous peoples to
Christianity
(4) showing that indigenous peoples of Florida had the technology to print books in the 17th century
4. William Bradford’s account documents events that led to
(1) the eventual failure of the Plymouth colony due to starvation and lack of knowledge about the
American environment
(2) the success of the Plymouth colony due to knowledge shared by indigenous peoples with the
English settlers
(3) the eventual complete integration of English and native cultures and society due to mutual
respect and cooperation
(4) the immediate declaration of war by the Plymouth colonists against the local native tribes
5. Which statement best describes a key difference in the nature of Spanish and English contact with Native
Americans as reflected in Documents 1 and 2?
(1) the Spanish colonists in the Americas were Christian, but the English colonists in the Americas
were not religious.
(2) Spanish colonists sought to convert natives to Christianity, whereas English colonists sought to
create permanent settlements, with or without native cooperation.
(3) Spanish colonists treated native Americans as equals whereas English colonists persecuted native
Americans brutally and relentlessly
(4) Spanish colonists made contact with native Americans centuries earlier than the English colonists.
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
Base your answers to questions 6 and 7 on the images below and your knowledge of social studies.
Source: View of Boston Harbor Hand-colored etching
by Francois Xavier Habermann 1770 - 1780
Source: Life of George Washington (1732 - 1799) The
farmer. Washington standing among enslaved AfricanAmerican field workers harvesting grain; his Virginia
home, Mt. Vernon, in the background by Junius Brutus
Stearn 1853
6. Based on these two images, which claim is most accurate?
(1) Colonial settlements did not vary much; all settlers lived in villages that grew into large cities.
(2) Large plantations growing tobacco and cotton were common in both New England and the
southern colonies.
(3) Ship building anchored the economy in northern and southern colonies.
(4) Colonial economies varied by region, depending on the geographic conditions.
7. Which of the following most likely led to the situation depicted in the image on the left (View of Boston
Harbor)?
(1) British settlers imported wood from England to build large ships in Boston.
(2) Colonial settlers excavated the shallow beach to create Boston harbor.
(3) Naturally deep water and a sheltered harbor encouraged colonists to settle in Boston
(4) The British army invaded Boston to claim it from the Spanish empire.
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
Base your answers to questions 8 and 9 on the passage below and your knowledge of social studies.
In the Southern colonies, climatic conditions were conducive to the cultivation of crops that
found lucrative markets in Europe. ….in the low country of South Carolina and Coastal Georgia, early
colonists discovered that conditions were favorable for the cultivation of rice. … As a result, rice was
grown mainly on relatively large plantations, and colonists in coastal South Carolina and Georgia relied
heavily on slave labor to provide an adequate work force. …
The climate of the northern colonies more closely resembled that of northwest Europe, limiting
export opportunities. Pennsylvania, New Jersey and New York nonetheless supported the
development of small farms raising livestock and growing wheat and other grains. Flour
produced in the region found markets in Southern Europe and the West Indies…
Reflecting the greater complexity of regional trading relationships, the northern colonies
developed dense and relatively sophisticated merchant communities that helped to organize
and finance regional and international trade and provide shipping services. By the late colonial
period, Boston, New York and Philadelphia had become bustling urban centers. The largest,
Philadelphia had over 30,000 residents in 1775, while New York had 25,000, and Boston 16,000.
In comparison, Charleston, the only significant urban center in the South had a population of
just 12,000.
Source: Joshua L. Rosenbloom, "The Colonial American Economy" (2018). Economics Working Papers: Department
of Economics, Iowa State University.
8. Which claim is best supported by the evidence in this document?
(1) The labor system of the British North American colonies depended solely on personal preferences
of the people who settled there.
(2) Climatic conditions, choice of export crop and pursuit of profit combined to determine a colony’s
labor system.
(3) Labor systems were determined by the laws of each colony as well as the religion of its
predominant group of settlers.
(4) The labor force exerted a strong influence on the structure of each colony’s labor system.
9. A historian’s best use of this document would be as
(1) documentary evidence of differences among colonial regions
(2) a record of recent research findings about colonial American economies.
(3) a fictional account of how colonial American economies might have worked
(4) evidence of how colonial settlers understood economic theories
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
Base your answers to questions 10 and 11 on the documents below and your knowledge of social studies.
By 1619, slavery had been on the decline in England... In 1664, however, Maryland declared that all blacks held
in the colony, and all those imported as slaves in the future, would serve for life, as would their children and
later generations; Virginia's policy became equally clear by the end of that decade....As of 1690, blacks
constituted less than 15 percent of the population in Virginia and Maryland, reflecting the fact that for the first
two generations of Chesapeake tobacco, labor was primarily supplied by white indentured servants. Between
1690 and 1710, the pattern radically changed...The primary forces may be identified as: rising scarcity in the
supply of white indentured servants; changes to laws forcing African slaves to be enslaved for life; booming
demand for Chesapeake tobacco after 1700, and booming demand for cotton after the early 1800’s.
Source: Slavery for Historical Statistics of the United States Millennial Edition, by Stanley Engerman, Richard
Sutch, and Gavin Wright (2003)
Source: Sold to Go South from The Suppressed Book About Slavery! G.W. Carleton & Co, 1864
10. Based on both Documents 1 and 2, which is most likely responsible for the action shown in Document 2?
(1) The decline of the institution of slavery in England by the early 17th century.
(2) Increased 19th century demand for cotton grown in the deep southern U.S.
(3) Increased 18th century demand for tobacco grown in the Chesapeake region of the U.S.
(4) Increased demand for white indentured servants in the Southern states.
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
11. Which statement best describes a result of the historical events referenced in Documents 1 and 2?
(1) Southern planters relied more heavily on white indentured servants to produce cotton.
(2) Generations of people with African ancestry were legally subjected to lifetime enslavement.
(3) Southern planters began to cultivate tobacco during the 18th century.
(4) White indentured servants increasingly joined with black workers to fight for their rights.
Base your answers to questions 12 and 13 on the documents below and your knowledge of social studies.
Clause 14: “To obtain the general consent for a
tax in Great Britain [England] we will cause the
great council, made up of men who represent
the people of England to be summoned
individually by letter… they will come together
on a fixed day and at a fixed place. … the
decision about creating or collecting taxes on
that day will be made by a decision reached by
vote of majority rule of the representatives of
the people…The King shall follow the will of
the great council, the King shall not raise or
levy taxes on his own accord”
Source: Magna Carta, England, 1215
Consumption, trade, and slavery drew the colonies closer to
Great Britain, but politics and government split them further
apart. Democracy in Europe more closely resembled
oligarchies rather than republics, with only elite members of
society eligible to serve in elected positions. Most European
states did not hold regular elections, with Britain and the
Dutch Republic being the two major exceptions. However,
even in these countries, only a tiny portion of males could
vote. In the North American colonies, by contrast, white male
suffrage was far more widespread. In addition to having
greater popular involvement, colonial government also had
more power in a variety of areas. Assemblies and legislatures
regulated businesses, imposed new taxes, cared for the poor
in their communities, built roads and bridges, and made most
decisions concerning education. Colonial Americans sued
often, which in turn led to more power for local judges and
more prestige in jury service. Thus, lawyers became extremely
important in American society and in turn played a greater
role in American politics.
Emily Arendt et al., “Colonial Society” in The American Yawp
Stanford University Press, 2018
12. Which claim is best supported by both documents?
(1) Colonial political institutions were not influenced by English legal traditions.
(2) Colonial political institutions failed to represent the interests of colonial inhabitants.
(3) Colonial political institutions were influenced by both English legal tradition and colonial
experience.
(4) Colonial political institutions guaranteed suffrage for all adults who lived in the colonies.
13. According to these documents, a key difference between political institutions in England and its colonies
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
centered around
(1) the scope and variety of powers held by their representative bodies
(2) the age at which a man was entitled to vote in elections
(3) who had the authority to raise taxes from the people
(4) The percentage by which a law could be passed in their representative bodies
Base your answers to questions 14 and 15 on the passage below and your knowledge of social studies.
An elected assembly was an offshoot of the idea of civic duty, the notion that men had a responsibility to
support and uphold the government through voting, paying taxes, and service in the militia. Americans firmly
accepted the idea of a social contract, the idea that government was put in place by the people. Philosophers
such as Thomas Hobbes and John Locke pioneered this idea, and there is evidence to suggest that these writers
influenced the colonists. While in practice elites controlled colonial politics, in theory many colonists believed in
the notion of equality before the law and opposed special treatment for any members of colonial society.
Source: Emily Arendt et al., “Colonial Society” in The American Yawp Stanford University Press, 2018
14. Which evidence best supports the claim about colonial society made by the historian in this excerpt?
(1) the existence of elected assemblies such as the House of Burgesses in the colony of Virginia
(2) the diversity of religious practices among residents of the British North American colonies
(3) the large number of French settlers living in the British North American colonies
(4) the predominance of indentured servitude as a system of labor in the British North American
colonies
15. Which statement best reflects the claim made by the historian in this excerpt?
(1) Most American colonists believed that elites were best suited to govern.
(2) Belief in equality before the law was widespread in Colonial America despite its social and political
inequality.
(3) Equality before the law is a concept that originated in 18th century colonial America.
(4) Enlightenment thinkers influenced colonists to believe in special treatment for elites.
Base your answers to questions 16 and 17 on the passage below and your knowledge of social studies.
And be it also further Enacted by the same authority … that whatsoever person or persons shall… declare call or
denominate any person or persons whatsoever … within this Province… an Heretic, Schismatic, Idolator,
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
puritan, Independant, Prespiterian popish priest, Jesuit, Jesuited papist, Lutheran, Calvinist, Anabaptist,
Brownist, Antinomian, Barrowist, Roundhead, Separatist, or any other name or term in a reproachful
(disrespectful) manner relating to matter of Religion shall for every such offense forfeit and lose the sum of ten
shillings sterling or the value thereof to be levied on the goods and chattels of every such Offender and
Offenders, the one half thereof to be forfeited and paid unto the person and persons of whom such reproachful
words are or shall be spoken or uttered, and the other half thereof to the Lord Proprietary and his heirs Lords
and Proprietaries of this Province…
Source: Maryland Toleration Act of 1649
16. A historian would best use this document as
(1) evidence of the punitive nature of colonial laws in Maryland
(2) evidence of intolerance of religious worship in colonial law
(3) evidence of colonial support for the democratic principle of religious tolerance
(4) the existence of a unified religious community in colonial America
17. This document most likely led to which result?
(1) forced exile of members of Protestant religious denominations from Maryland
(2) forfeiture of English citizenship by religious residents of Maryland
(3) conversion of thousands of Maryland residents from Catholicism to Protestantism
(4) the thriving of a variety of religious communities in the colony of Maryland
Resolved, that the taxation of the people by themselves, or by persons chosen by themselves to represent
them, who can only know what taxes the people are able to bear, or the easiest method of raising them, and
must themselves be affected by every tax laid on the people, is the only security against a burdensome
taxation, and the distinguishing characteristic of British freedom, without which the ancient constitution cannot
exist.
Source: Resolutions drafted by Patrick Henry and adopted by the Virginia House of Burgesses on May 30, 1765
18. The main purpose of this resolution was to
(1) protest against the Proclamation of 1763
(2) protest against the Stamp Act
(3) protest against the Boston Massacre
(4) protest against the Northwest Ordinance
19. Based on this document, which statement best describes the author’s point of view?
(1) The British North American colonies should seek their independence from Britain.
(2) The British North American colonists owe loyalty to the king and all his laws.
(3) The British government would only have the right to tax the colonists if they
were represented in Parliament.
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
(4) Governments do not have the right to tax their citizens or subjects.
Base your answers to questions 3 through 5 on the passage below and your knowledge of social studies.
...Small islands not capable of protecting themselves, are the proper objects for kingdoms to take under
their care; but there is something very absurd, in supposing a continent to be perpetually governed by an
island. In no instance hath nature made the satellite larger than its primary planet, and as England and
America,with respect to each other, reverses the common order of nature, it is evident that they belong to
different systems: England to Europe, America to itself....
Source: Thomas Paine, Common Sense, 1776
20. The argument presented in this passage was intended to
1. urge colonists to accept the Albany Plan of Union
2. provide a reason for ratification of the Constitution of the United States
3. convince American colonists to declare their independence
4. persuade France to aid the United States in the Revolutionary War
21. This document led to a turning point in history because
1. it led Paine’s readers to support colonizing small, helpless island
2. it led more American colonists to support declaring their independence from Britain
3. it led Americans to dominate Britain in international trade
4. it changed readers’ understanding of geography
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
22. Based on the passage, which statement best describes Paine’s point of view?
1. American colonists are not represented in English government.
2. England has mistreated its American colonists.
3. The American colonists have failed to respect English authority.
4. England should not rule over its American colonies.
Base your answers to questions 6 and 7 on the image below and your knowledge of social studies.
Source: Paul Revere, Bloody Massacre on King Street, engraving 1770
23. Which event is being depicted in this illustration?
(1) The Boston Massacre
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
(2) The Boston Tea Party
(3) The Stamp Act
(4) The Townsend Acts
24. A historian would find this document most useful for
1. studying what happened during the event depicted
2. studying colonial reactions to conflict with British government
3. studying the Northwest Ordinance
4. studying the War of 1812
“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator
with certain inalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these
rights, governments are instituted among men, deriving their just powers from the consent of the governed. That
whenever any form of government becomes destructive to these ends, it is the right of the people to alter or to
abolish it, and to institute new government, laying its foundation on such principles and organizing its powers in
such form, as to them shall seem most likely to effect their safety and happiness…”
25. Which document includes this passage?
(1) Mayflower Compact
(2) Declaration of Independence
(3) Northwest Ordinance
(4) Monroe Doctrine
26. This passage suggests that the authority of government
(1) originates from the divine right of kings
(2) is based on a social contract meant to guarantee individual rights
(3) includes the power to seize private property for national defense
(4) is the source of all the natural rights of citizens
[We understand] that [we] have, in common with all other men, a natural & unalienable right to that freedom,
which [God] has [given] equally [to] all and which [we] have never [given up in] any contract or agreement… Every
principle from which America has acted in the course of her unhappy difficulties with Great-Britain, pleads
stronger than a thousand arguments in favor of [us].
[We] therefore humbly [beg] your honors, to [consider] this petition, & [pass a law] whereby [slaves] may be
restored to the enjoyment of that freedom which is the natural right of all men…
Lancaster Hill
Peter Bess
Brister Slenten
Prince Hall
Jack Purpont (his mark)
Nero Suneto (his mark)
Newport Symner (his mark)
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
Job Lock
Source: Petition to the Massachusetts legislature, January 13, 1777
27. Based on this petition, which statement best describes the authors’ point of view?
1. Enslaved people have the same right to freedom as the colonists who are declaring their
independence from Britain.
2. The American colonists should ask King George for their independence.
3. By fighting for the Revolutionary army, enslaved people have earned their freedom.
4. The authors of the petition wish to remain united with Great Britain.
28. A historian would find this document most useful for
1.
2.
3.
4.
Studying the arguments of loyalists during the American Revolution
Studying the arguments made in the Declaration of Independence
Studying the impacts of the Revolutionary War on British society
Studying the impacts of the Revolutionary War on African Americans
. . . I long to hear that you have declared an independency -- and by the way in the new Code of Laws which I
suppose it will be necessary for you to make I desire you would Remember the Ladies, and be more generous
and favourable to them than your ancestors. Do not put such unlimited power into the hands of the Husbands.
Remember all Men would be tyrants if they could. If perticuliar care and attention is not paid to the Ladies we
are determined to foment a Rebellion, and will not hold ourselves bound by any Laws in which we have no
voice, or Representation.
Source: Abigail Adams, Letter to John Adams, March 31, 1776
29. Which document most directly addressed the concerns expressed by Abigail Adams in this passage?
(1) Federalist Papers
(2) Monroe Doctrine
(3) Declaration of Sentiments
(4) Emancipation Proclamation
30. Based on the letter, what problem is being discussed?
(1) Inequality between men and women
(2) British tyranny
(3) Slavery
(4) The Intolerable Acts
The people who are the insurgents (rebels)... see the weakness of government. They feel at once their own
poverty, compared with the opulent (rich), and their own force, and they are determined to make up the latter
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
in order to remedy the former …
This dreadful situation, for which our government have made no adequate provision (arrangements), has
alarmed every man of principle and property in New England … What is to give us security against the violence
of lawless men? Our government must be braced (strengthened), changed, or altered to secure our lives and
property.
Source: Henry Knox, Oct. 23, 1786, Letter to George Washington
31. Based on the letter, what problem is being described?
1. Loyalists’ plotting to reunite Britain with its former colonies
2. weakness of the federal government under the Articles of Confederation
3. states trying to secede from the country
4. rampant poverty in the 18th century United States
32. Which of these actions was the most direct result of the situation described in the document?
1. The government created welfare programs
2. The government forgave people’s debts.
3. The government created a national bank
4. Delegates created a new Constitution.
“Let every state import what it pleases. The morality or wisdom of
slavery are considerations belonging to the states themselves. What
enriches a part enriches the whole and the states are the best judges of
their particular interest.”
Source: Oliver Ellsworth, August 21, 1787, at the Constitutional
Convention
“Every master of slaves is born a
petty tyrant. They bring the
judgment of heaven on a Country.”
Source: George Mason, August 22,
1787, at the Constitutional
Convention.
33. What issue is being discussed in the documents?
1. Whether the Constitution should allow the slave trade to continue
2. Whether the Emancipation Proclamation is constitutional
3. Whether southern states have the right to secede
4. Whether enslaved people have the right to purchase their freedom
34. Which statement identifies a key difference between the arguments presented in both documents?
1. Mason argued that enslaved Africans are equal to European-Americans, while Ellsworth argued
for their inferiority.
2. Mason argued that slavery is a hereditary system, while Ellsworth argues that it is a modern
system.
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
3. Mason argued against the slave trade on moral grounds, while Ellsworth argued in favor of it
based on federalism and economics.
4. Mason argued that religion justifies slavery, while Ellsworth argued that religion is irrelevant.
35. Which action occurred as a result of the disagreement depicted in these documents?
1.
2.
3.
4.
The Bill of Rights was added to the Constitution.
The slave trade was allowed to continue until 1808.
African Americans moved north as part of the Great Migration.
The Missouri Compromise helped resolve this issue.
Each state retains its sovereignty, freedom and
independence, and every power, jurisdiction and right,
which is not by this confederation expressly delegated to the
United States, in Congress assembled
The powers not delegated to the United States
by the Constitution, nor prohibited by it to the
states, are reserved to the states respectively, or
to the people
Source: Article II, Articles of Confederation
Source: 10th Amendment, US Constitution
36. The purpose of each of these provisions is to
1. determine the division of power between state and central governments
2. create a process for allowing amendments
3. grant the central government power to control the states
4. limit the power of the executive branch
37. Which of the following Supreme Court decisions most closely relates to the provision in Document 2?
1.
2.
3.
4.
Brown v. Board of Education of Topeka (1954)
Plessy v. Ferguson (1896)
McCulloch v. Maryland (1819)
Tinker v. Des Moines (1969)
To what expedient [method], then, shall we finally resort, for maintaining in practice the necessary partition of
power among the several departments, as laid down in the Constitution? The only answer that can be given is,
that as all these exterior provisions are found to be inadequate, the defect must be supplied, by so contriving
the interior structure of the government as that its several constituent parts may, by their mutual relations, be
the means of keeping each other in their proper places. . . .
Source: The Federalist No. 51, 1788
38.Which principle of the United States Constitution is most directly described in this passage?
Unit 11.1 Colonial Foundations | Stimulus Based MC
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(1) States rights
(2) checks and balances
(3) the elastic clause
(4) concurrent powers
39. Which statement best describes the author’s purpose in writing this article?
(1) To gain support for ratifying the Constitution
(2) To gain support for adding a Bill of Rights
(3) To gain support for declaring independence from Britain
(4) To gain support for states’ rights
[Rulers] are as likely to use the power… for private
purposes, and to the injury and oppression of those
over whom they are placed, as individuals in a state of
nature are to injure and oppress one another. It is
therefore as proper that bounds (limits) should be set
to their authority…. The powers, rights and authority,
granted to the general government by this
Constitution, are as complete, with respect to every
object to which they extend, it reaches to every thing
which concerns human happiness – life, liberty, and
property are under its control. There is the same
reason, therefore, that the exercise of power, in this
case, should be restrained within proper limits….
Source: The Anti-Federalist No. 84 On the Lack of a Bill
of Rights, Brutus (Anonymous), 1787
I go further, and affirm that bills of rights… are not
only unnecessary in the proposed constitution, but
would even be dangerous. They would contain
various exceptions to powers which are not granted;
and on this very account, would afford a colorable
pretext (excuse) to claim more than were granted. For
why declare that things shall not be done which there
is no power to do? Why for instance, should it be said,
that the liberty of the press shall not be restrained,
when no power is given [to the government to
restrain the press]? ….
Source: Federalist Papers No. 84, Alexander Hamilton,
1788
40. Which statement identifies a key difference between Documents 1 and 2?
1. Brutus argues that individual rights need more protection from the government, while Hamilton
argues that the Constitution already protects those rights.
2. Brutus argues that governments are likely to abuse their power, while Hamilton argues that
democratically elected governments can be trusted.
3. Brutus argues that the government should not have power over people’s property, while
Hamilton argues that this control is necessary to ensure peace and prosperity.
4. Brutus argues that the United States should reunite with Britain, while Hamilton argues that it
should remain independent.
41. The debate depicted in the documents is most related to
1. The Articles of Confederation
2. ratification of the Constitution
3. Hamilton’s plan for a national bank
Unit 11.1 Colonial Foundations | Stimulus Based MC
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4. the Northwest Ordinance
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or
abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to
petition the Government for a redress of grievances.
Source: First amendment, United States Constitution 1787
42. What is one impact of this amendment on American society?
1.
2.
3.
4.
Congress cannot mandate a national religion.
Religious groups cannot lobby Congress.
Members of the press cannot hold public office.
The Supreme Court cannot limit free speech during wartime.
43. Which of these events most likely influenced the passage of this amendment?
1.
2.
3.
4.
The Boston Massacre
The trial of John Peter Zenger
The Northwest Ordinance
The Stamp Act.
. . The great rule of conduct for us in regard to foreign nations is, in extending our commercial relations to have
with them as little political connection as possible. So far as we have already formed engagements let them be
fulfi lled with perfect good faith. Here let us stop. Europe has a set of primary interests which to us have none
or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are
essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial
ties in the ordinary vicissitudes [shifts] of her politics or the ordinary combinations and collisions of her
friendships or enmities. Our detached and distant situation invites and enables us to pursue a different course.
If we remain one people, under an efficient government, the period is not far off when we may defy material
injury from external annoyance; when we may take such an attitude as will cause the neutrality we may at any
time resolve upon to be scrupulously [completely] respected; when belligerent nations, under the impossibility
of making acquisitions upon us, will not lightly hazard the giving us provocation; when we may choose peace or
war, as our interest, guided by justice, shall counsel. . . .
Source: President George Washington, Farewell Address, September 19, 1796
44. Based on the speech, what course of action is Washington recommending?
1.
2.
3.
4.
Expanding international trade
Remaining neutral in foreign affairs
Taking an active role in foreign affairs
Gaining more international allies
45. This speech is an example of
1.
2.
3.
4.
a precedent established by Washington
Washington’s expansion of presidential power
Washington’s interpretation of the Constitution
Debates between Federalists and Anti-Federalist
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The Secretary respectfully reports:. . . That a National
Bank is an Institution of primary importance to the
prosperous administration of the Finances, and would
be of the greatest utility in the operations connected
with the support of the Public Credit . . .
There is nothing in the Acts of Congress, which imply
an exclusive right in the institution, to which they
relate, except during the term of the war. There is
therefore nothing, if the public good requires it, which
prevents the establishment of another . . . This is a
strong argument for a new institution, or for a
renovation of the old, to restore it to the situation in
which it originally stood, in the view of the United
States.
Source: Alexander Hamilton, Report to Congress,
December 14, 1790
I consider the foundation of the Constitution as laid
on this ground: That “all powers not delegated to the
United States by the Constitution, nor prohibited by it
to the States, are reserved to the States or to the
people.” [10th amendment.] To take a single step
beyond the boundaries thus specially drawn around
the powers of Congress, is to take possession of a
boundless field of power, no longer susceptible of any
definition. The incorporation of a bank, and the
powers assumed by this bill, have not, in my opinion,
been delegated to the United States by the
Constitution.
Source: Thomas Jefferson letter to George
Washington on the bill for establishing a national
bank, February 15, 1791
46. The event referenced in the documents represented a turning point in history because
1.
2.
3.
4.
it expanded the powers of the federal government.
it led to anti-trust laws
it led to Hamilton becoming president.
it led to the southern states seceding
47. According to these documents, a key difference in Hamilton and Jefferson’s beliefs centered around
1.
2.
3.
4.
the necessity of a Bill of Rights
the constitutionality of the Louisiana Purchase
the division of power between federal and state governments
interstate commerce
Unit 11.1 Colonial Foundations | Stimulus Based MC
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48. This cartoon was published in response to the
1. ratification of the 22nd amendment limiting presidential terms
2. influence of third-party candidates in presidential elections
3. decision of the Supreme Court establishing the “one man-one vote” principle
4. dispute over the presidential election between George W. Bush and Al Gore
49. Based on this cartoon, which statement best describes the artist’s point of view?
1.
2.
3.
4.
George W. Bush was the rightful winner of the 2000 election
The Supreme Court made the right decision in the 2000 election
Direct democracy has failed as a system
The Electoral College is undemocratic
. . We admit, as all must admit, that the powers of the government are limited, and that its limits are not to be
transcended. But we think the sound construction of the constitution must allow to the national legislature that
discretion, with respect to the means by which the powers it confers are to be carried into execution, which will
enable that body to perform the high duties assigned to it, in the manner most beneficial to the people. Let the
end be legitimate, let it be within the scope of the constitution, and all means which are appropriate, which are
plainly adapted to that end, which are not prohibited, but consist with the letter and spirit of the constitution,
are constitutional. . . .
Source: Chief Justice John Marshall, McCulloch v. Maryland, 1819
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50. Which constitutional provision was used by Chief Justice Marshall to reach this conclusion?
1.
2.
3.
4.
electoral college clause
elastic clause
due process clause
equal protection clause
51. Critics feared that this decision would result in
1.
2.
3.
4.
a stronger federal government that would limit state powers
states being able to nullify federal laws
elimination of the amendment process
congressional actions that would limit the federal courts
52. The precedent set in this case was later used by Congress to
1.
2.
3.
4.
declare war against Spain in 1898
reject the Treaty of Versailles following World War II
establish New Deal programs during the Great Depression
confirm the appointment of Earl Warren to the Supreme Court
Stimulus Based Multiple
Choice
Unit 11.3: Expansion, Nationalism, and
Sectionalism
Document 1
… There is on the globe one single spot, the possessor of which is our natural and habitual enemy. It is New
Orleans, through which the produce of three-eighths of our territory must pass to market, and from its fertility
it will ere [before] long yield more than half of our whole produce and contain more than half our inhabitants.
France, placing herself in that door, assumes to us the attitude of defiance.…
Source: President Thomas Jefferson, Letter to Robert Livingston, 1802
Document 2
United States in 1803
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Source: Emma J. Lapsansky-Werner et al., United States History, Pearson Prentice Hall, 2008 (adapted)
53. Based on document 1, why would the acquisition of New Orleans be significant to the United States?
1. New Orleans was owned by France before the Louisiana Purchase
2. New Orleans connected the United States to Spanish Mexico
3. The United States needed the Port of New Orleans to transport produce
4. France would no longer be an American enemy
54. The Louisiana Purchase led to a turning point in history because
1.
2.
3.
4.
The Louisiana Purchase allowed the United States to defeat France in a war
The Louisiana Purchase tripled the American population
The Louisiana Purchase doubled the size of the United States and accelerated its westward expansion
The Louisiana Purchase led to an alliance between France and the United States
55. A historian would find document 1 most useful for
1.
2.
3.
4.
Studying President Jefferson’s motivations for making the Louisiana Purchase
Studying Robert Livingston’s motivations for making the Louisiana Purchase
Proving President Jefferson did not believe in expansion of executive powers
Proving the French government did not want to sell the Louisiana Territory to the United States
… To acquire an empire of perhaps half the extent of the one we possessed, from the most powerful and
warlike nation on earth, without bloodshed, without the oppression of a single individual, without in the least
embarrassing the ordinary operations of your finances, and all this through the peaceful forms of negotiation,
and in despite too of the opposition [despite the opposition] of a considerable portion of the community, is an
achievement of which the archives of the predecessors, at least, of those now in office, cannot furnish a
parallel…
Source: Senator John C. Breckenridge, November 3, 1803
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56. Which statement best describes the author’s purpose in making this speech?
1. to express the reasons he supports the purchase of the Louisiana territory
2. to express the reasons the United States should not agree to the purchase of the Louisiana territory
3. to suggest that the United States should pursue a policy of manifest destiny
4. to suggest that the Louisiana Territory has many natural resources that the United States could acquire
57. Which statement best describes the author’s point of view?
1. The purchase of the Louisiana Territory is not significant enough for the United States to consider
2. The purchase of the Louisiana Territory without war or major financial obligation would be a remarkable
achievement
3. The purchase of the Louisiana Territory through peaceful negotiation can not be achieved
4. The purchase of the Louisiana Territory is not authorized by the US Constitution
We owe it, therefore, to candor and to the amicable relations existing between the United States and those
[European] powers to declare that we should consider any attempt on their part to extend their system to any
portion of this hemisphere as dangerous to our peace and safety. With the existing colonies or dependencies of
any European power we have not interfered and shall not interfere. But with the Governments who have
declared their independence and maintain it, and whose independence we have, on great consideration and on
just principles, acknowledged, we could not view any interposition for the purpose of oppressing them, or
controlling in any other manner their destiny, by any European power in any other light than as the
manifestation of an unfriendly disposition toward the United States.
James Monroe, Address to Congress, 1823
58. Which statement best expresses the purpose of President Monroe’s speech?
1. to declare war against European powers who have intervened in the Western hemisphere
2. to strengthen alliances with European powers to suppress independence movements in the Western
hemisphere
3. to warn European powers not to interfere with independence movements in their former colonies in the
Western hemisphere
4. to gather support from Congress members for war with Europe
59. Which foreign policy is most closely related to the Monroe Doctrine?
1. FDR’s Lend Lease policy
2. the Roosevelt Corollary
3. containment of communism
4. the war on terror
“. . . As a bond of union between the Atlantic and the western states, it may prevent the dismemberment of the
American empire. As an organ of communication between the Hudson, the Mississippi, the St. Lawrence, the
great lakes of the north and west, and their tributary rivers, it will create the greatest inland trade ever
witnessed. . . .”
New York Governor DeWitt Clinton, April 26, 1824
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60. Which development in transportation is Governor Clinton describing?
1. National Road
2. Erie Canal
3. steamboats
4. railroads
61. Based on the map, the Erie Canal and Hudson River contributed directly to the
1.
2.
3.
4.
decisions to restrict immigration
rapid increase in population in upstate New York
settlement of New England
acquisition of land from Canada
62. Completion of the Erie Canal in 1825 encouraged the growth of the Midwest because it
1.
2.
3.
4.
linked the Great Lakes to the Atlantic Coast
helped force the removal of British forts in the Northwest Territory
stimulated development of cotton production in the Ohio River valley
increased trade with Asia
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Source: Historical Statistics of the United States, Colonial Times to 1970 (adapted)
63. Which of the following events influenced the changes in cotton production and slavery in the United States
between 1800 and 1860 illustrated in the graphs above?
1. Eli Whitney invented the Cotton Gin
2. The three-fifths compromise in the Constitution
3. The Fugitive Slave Act was passed by Congress
4. Erie Canal was completed in 1825
64. Based on these graphs, what is one relationship between cotton production and the growth of slavery
between 1800 and 1860?
1. The number of slaves in the United States increased as cotton production grew
2. The amount of cotton produced in the United States decreased as the number of slaves increased
3. The number of slaves in the United States did not change much over time
4. The amount of cotton produced in the United States changed more than the number of slaves in the
United States
Document 1
In her autobiography, Harriet Hanson Robinson, the wife of a newspaper editor, provided an account of her
earlier life as female factory worker (from the age of ten in 1834 to 1848) in the textile Mills of Lowell,
Massachusetts.
“We can hardly realize what a change the cotton factory made in the status of the working women. Hitherto
woman had always been a money saving rather than a money earning, member of the community. Her labor
could command but small return. If she worked out as servant, or "help," her wages were from 50 cents to $1
.00 a week; or, if she went from house to house by the day to spin and weave, or do tailoress work, she could
get but 75 cents a week and her meals. As teacher, her services were not in demand, and the arts, the
professions, and even the trades and industries, were nearly all closed to her.
As late as 1840 there were only seven vocations outside the home into which the women of New England had
entered. At this time woman had no property rights. A widow could be left without her share of her husband's
(or the family) property, an " incumbrance" to his estate…..”
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Source: Excerpt from Harriet H Robinson’s autobiographical account, “Early Factory Labor in New England” published in
1883.
Document 2
“I am most 19 years old. I must of course have something of my own before many more years have passed. And
where is that something coming from if I go home and earn nothing?... You may think me unkind, but how can
you blame me for wanting to stay here? I have but one life to live and I want to enjoy myself....”
Letter from Mill Girl, Sally Rice to her parents, 1839
65. Which development caused young farming women in the early 1800s to seek work in New England factories?
1. The market revolution because many goods women traditionally made could now be purchased at market
making women’s labor less valuable at home.
2. The passage of women's suffrage because achieving the vote gave women more power to determine their
lives and work.
3. Peak immigration because women could be hired at low wages due to the competition from immigrant
labor.
4. Westward expansion because mills sought New England women to go west for employment.
66. The above excerpted autobiography (Document 1) and letter (Document 2) are similar in that they
1. Attest to the abusive conditions faced by women factory workers in the early textile mills of New England
2. Provide testimony about the strikes undertaken by the women of the Lowell textile mills in the early
1800s
3. Attest to the insecure economic position of women in New England in the 1800s
4. Provide a window into the struggle for suffrage among women in 1800s New England
Source: Irving F. Ahlquist et al., United States History, Addison-Wesley, 1984 (adapted)
67. Native Americans were moved to Indian Territories depicted in the map partially because
1. of Westward expansion into the Ohio River Valley by American settlers
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2. A drought in the southeast United States caused migration by Native Americans
3. President Andrew Jackson signed the Indian Removal Act in 1830
4. In Worcester v. Georgia the Supreme Court sided with President Jackson
68. Based on this map, what was one effect of the Indian Removal Act of 1830?
1. Native Americans were forced from their tribal lands to Indian territories in the west
2. All of the Seneca population was wiped out by a migration known as the Trail of Tears
3. Native American tribes had to share tribal lands with American settlers
4. Native American tribes spread out to settle in many more states than prior to the Indian Removal Act
Base your answers to questions 17 and 18 on the quotation below and on your knowledge of social
studies.
…I have no motive, my friends, to deceive you. I am sincerely desirous to promote your welfare. Listen to me,
therefore, while I tell you that you cannot remain where you now are. Circumstances that cannot be controlled,
and which are beyond the reach of human laws, render it impossible that you can flourish in the midst of a
civilized community. You have but one remedy within your reach. And that is, to remove to the West and join
your countrymen, who are already established there. And the sooner you do this the sooner you will
commence your career of improvement and prosperity….
Source: President Andrew Jackson, 1835
69. Which group of people was President Jackson addressing?
1. African Americans
2. Asian Americans
3. Mexican Americans
4. Native Americans
70. Which statement best describes President Jackson's purpose in this excerpt?
1.
2.
3.
4.
To tell Native Americans why they must leave their tribal lands for Indian territories
To tell Native Americans to vote in favor of the Indian Removal Act
To tell Americans they can now settle on former Native American tribal lands
To tell Native Americans that they are now American citizens
Confederate General John B. Gordon was a civilian-turned-soldier who became one of General Robert E. Lee’s
most trusted commanders.
… The South maintained with the depth of religious conviction that the Union formed under the Constitution
was a Union of consent and not of force; that the original States were not the creatures but the creators of the
Union; that these States had gained their independence, their freedom, and their sovereignty from the mother
country, and had not surrendered these on entering the Union; that by the express terms of the Constitution all
rights and powers not delegated were reserved to the States; and the South challenged the North to find one
trace of authority in that Constitution for invading and coercing a sovereign State.
The North, on the other hand, maintained with the utmost confidence in the correctness of her position that
the Union formed under the Constitution was intended to be perpetual; that sovereignty was a unit and could
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not be divided; that whether or not there was any express power granted in the Constitution for invading a
State, the right of self-preservation was inherent in all governments; that the life of the Union was essential to
the life of liberty; or, in the words of Webster, “liberty and union are one and inseparable.”…
Source: John B. Gordon, Reminiscences of the Civil War, Charles Scribner’s Sons, 1904
71. Which problem is being discussed in the excerpted document above?
1. Different perspectives on states rights prior to the United States Civil War
2. Different perspectives on the abolition of slavery during the 1850’s
3. Different perspectives on states ratifying the Constitution in 1787
4. Different perspectives on the expansion of slavery during the mid 1800’s
72. The circumstances outlined in the document contributed to which of the following turning points?
1. Civil War between the Union and the Confederacy from 1861 to 1865
2. Election of Rutherford B Hayes as President of the United States in 1876
3. Emancipation Proclamation freeing all enslaved peoples issued in 1863
4. Purchase of the Louisiana Territory by the United States in 1803
This poster was an advertisement for Harriet Beecher
Stowe’s Uncle Tom’s Cabin.
. . . Stowe is often credited with infl uencing the
country to think differently about slavery. But what
do we know about how Stowe infl uenced Lincoln?
A decade earlier, Uncle Tom’s Cabin (1852) had
been a publishing and propaganda phenomenon.
Using stories to illustrate the human impact of
slavery, Stowe’s blistering pen lit the world on fire.
The statistics remain record-breaking: 10,000
copies sold in the first week; a million and a half
British copies in a year. The book was so successful
it was immediately dramatized for the stage, where
it became a theatrical icon. Massachusetts Senator
Charles Sumner, leader of the radical Republicans,
said, “Had there been no Uncle Tom’s Cabin, there
would have been no Lincoln in the White House.” . .
.
But pro-slavery critics charged that Stowe had
made it all up and that slavery was a humane
system. So Stowe wrote a nonfiction retort, The
Key to Uncle Tom’s Cabin (1853), compiling the
real-life evidence that had informed her fictional
stories. . . .
Source: The Authentic History Center
Source: Katherine Kane, “Lincoln and The Key to Uncle
Tom’s Cabin,” Connecticut Explored, Winter 2012/2013
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73. Which claim is supported by both Documents 1 and 2?
1. Uncle Tom’s Cabin painted an inaccurate picture of slavery
2. Uncle Tom’s Cabin scared pro-slavery critics
3. Harriet Beecher Stowe influenced President Lincoln
4. Harriet Beecher Stowe was an influential abolitionist
74. According to Document 2, what was a major effect of the publication of Harriet Beecher Stowe’s novel Uncle
Tom’s Cabin?
1. More Americans learned how to read in order to read the book
2. Abraham Lincoln was elected president of the United States
3. The Abolitionist movement began across the United States
4. Harriet Beecher Stowe became a figure in the women’s suffrage movement
… There were tactical differences between [Frederick] Douglass and William Lloyd Garrison, white abolitionist
and editor of The Liberator—differences between black [African American] and white abolitionists in general.
Blacks were more willing to engage in armed insurrection [rebellion], but also more ready to use existing
political devices—the ballot box, the Constitution—anything to further their cause. They were not as morally
absolute in their tactics as the Garrisonians. Moral pressure would not do it alone, the blacks knew; it would
take all sorts of tactics, from elections to rebellion.…
White abolitionists did courageous and pioneering work, on the lecture platform, in newspapers, in the
Underground Railroad. Black abolitionists, less publicized, were the backbone of the antislavery movement.
Before Garrison published his famous Liberator in Boston in 1831, the first national convention of Negroes had
been held, David Walker had already written his “Appeal,” and a black abolitionist magazine named Freedom’s
Journal had appeared. Of The Liberator’s first twenty-five subscribers, most were black.…
Source: Howard Zinn, A People’s History of the United States, 1492–Present, Harper Perennial, 2003
75. Both the black and white abolitionists mentioned in this document were fighting against which policy
1.
2.
3.
4.
Enslavement of African Americans in the United States prior to the Civil War
Desegregating the United States military during World War I and World War II
The practice of indentured servitude used to settle American colonies in the early 1600’s
Jim Crow laws implemented after the Civil War that were meant to segregate America
76. According to this excerpt, what was one key difference between black and white abolitionists?
1. Black abolitionists relied only on existing political tactics such as voting and amending the Constitution
2. White abolitionists felt that a variety of tactics were necessary, including armed rebellion
3. Black abolitionists were more willing to engage in armed rebellion than white abolitionists
4. White abolitionists did not participate in the Underground Railroad
… The history of mankind is a history of repeated injuries and usurpations [dispossessions] on the part of man
toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let
facts be submitted to a candid world.
He has never permitted her to exercise her inalienable right to the elective franchise.
He has compelled her to submit to laws, in the formation of which she had no voice.…
He has made her, if married, in the eye of the law, civilly dead.
He has taken from her all right in property, even to the wages she earns.…
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After depriving her of all rights as a married woman, if single, and the owner of property, he has taxed her to
support a government which recognizes her only when her property can be made profitable to it.…
Source: Declaration of Sentiments, 1848
77. Which statement best describes the purpose of the excerpted document above?
1. Publicize some of the ways the civil rights of women were violated by men in the early 1800’s
2. Publicize some of the ways the civil rights of women were violated by other women in the early 1800’s
3. Suggest an amendment to the US Constitution that would provide equal rights to women
4. List some suggestions to improve the women’s suffrage movement
78. Which event led to the drafting of the document excerpted above?
1. Seneca Falls Convention
2. Passage of the 15th amendment
3. Dred Scott v. Sandford (1857)
4. Emancipation Proclamation
79. Which other civil rights movement most likely influenced the creation of this document?
1. Abolition movement prior to the Civil War
2. Formation of unions during the Gilded Age
3. Civil Rights movement during the Jim Crow era
4. Tenement housing reform during the Progressive Era
Document 1
Missouri Compromise of 1820
Source: http://voteview.com, University of California, San Diego (adapted)
Document 2
… After the Missouri crisis it was no longer possible to pretend that the United States was a single nation with a
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single set of national interests. Although politicians in both North and South worked hard over the next two
decades to suppress the issue of slavery in the national debate lest it drive a deeper wedge between the
northern and southern wings of both national parties, the society of slaveholders would henceforth be in
conflict with the society of free labor.…
Source: Robert Kagan, Dangerous Nation: America’s Foreign Policy from Its Earliest Days to the Dawn of the Twentieth
Century, Alfred A. Knopf, 2006
80. Which of the following claims is supported by both documents 1 and 2?
1. The Missouri Compromise allowed citizens to vote on whether their state would be a free or slave state
2. The Missouri Compromise divided the nation into Northern free states and Southern slave states.
3. The Missouri Compromise allowed Maine to be admitted as a slave state, and Missouri as a free state.
4. The Missouri Compromise settled the debate over expanding slavery into the territories until the U.S. Civil
War in 1861.
81. In which order did the pre Civil War compromises occur?
1. Missouri Compromise, Compromise of 1850, Kansas Nebraska Act
2. Kansas Nebraska Act, Missouri Compromise, Compromise of 1850
3. Missouri Compromise, Kansas Nebraska Act, Compromise of 1850
4. Kansas Nebraska Act, Compromise of 1850, Missouri Compromise
… The third story [of Dred Scott] is about the politics of slavery and the coming of the Civil War. The Supreme
Court decision sparked enormous political reaction, particularly in the North. It destroyed any chance of
agreement between the North and the South over slavery in the territories. It would be an exaggeration to say
that the Dred Scott decision caused the Civil War. But it certainly pushed the nation far closer to that war. The
decision played a decisive role in the emergence of Abraham Lincoln as the Republican Party’s presidential
candidate in 1860 and his election later that year. That in turn set the stage for secession and civil war.…
Source: Paul Finkelman, Dred Scott v. Sandford [Sanford]: A Brief History with Documents, Bedford Books, 1997
82. According to the author, which of these was the most direct result of the Dred Scott decision?
1. The Civil War between the Union and the Confederacy
2. Abraham Lincoln’s election to the Presidency in 1860
3. The Supreme Court overturning the Dred Scott decision
4. The Abolition movement was sparked in the Southern states
83. According to the author, the Dred Scott decision was a turning point in American politics because
1. The decision further divided the North and the South in the debate over slavery
2. The decision forced the North and the South to compromise on slavery
3. The decision changed the Republican party’s stance on slavery
4. The decision encouraged Americans to vote against Lincoln in the election of 1860
In 1847, the Massachusetts legislature passed a resolution, written by Charles Sumner, opposing the war with
Mexico. This is an excerpt from the resolution.
Resolved, That the present war with Mexico has its primary origin in the unconstitutional annexation to the
United States of the foreign State of Texas, while the same was still at war with Mexico; that it was
unconstitutionally commenced by the order of the President, to General Taylor, to take military possession of
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territory in dispute between the United States and Mexico, and in the occupation of Mexico; and that it is now
waged ingloriously--by a powerful nation against a weak neighbor--unnecessarily and without just cause, at
immense cost of treasure [money] and life, for the dismemberment of Mexico, and for the conquest of a
portion of her territory, from which slavery has already been excluded, with the triple object of extending
slavery, of strengthening the “Slave Power,” and of obtaining the control of the Free States, under the
consitution of the United States….
Source: Massachusetts House of Representatives
84. Which evidence best supports the claims made by this excerpted resolution?
1.
2.
3.
4.
Mexican military forces attacked U.S. army troops on the northern bank of the Rio Grande river.
American settlers of Texas who grew cotton with enslaved labor hoped to join the union as a slave state.
The U.S. Congress authorized use of force against Mexico in response to a request by President Polk.
Most Americans were in favor of proceeding with the annexation of Texas
85. This excerpted resolution opposing the Mexican American War reflects which debate raging at that time?
1. The debate over whether or not slavery should be allowed to expand into American territories,
challenging the balance of free and slave states
2. The debate over the idea of a bicameral legislature in the legislative branch of the federal government
3. The debate over whether or not popular sovereignty should be used as a tool to decide if a state would
allow the enslavement of African Americans
4. The debate over whether or not the United States should proceed with the annexation of Texas
Base your answers to questions 34 and 35 on the chart below and on your knowledge of social studies.
Resources of the North and South, 1861
Source: James West Davidson et al., The American Nation, Prentice Hall, 2000; 1860 Census, U.S. Census Bureau (adapted)
86. Which generalization is supported by the information in the chart?
1. The South exported more manufactured goods than the North
2. The North would have more difficulty supplying an army than the South
3. The North had greater economic strength than the South
4. The South would be better able to transport an army than the North
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87. A historian would find this document most useful for
1. Attempting to prove that the South had an economic advantage over the North at the start of the Civil
War
2. Studying the economic and social differences between the North and South at the start of the Civil War
3. Investigating the outcomes and impact of the American Civil War on both the North and the South
4. Predicting whether the North or the South would lose the first battle of the Civil War
Railroads in 1840 and 1860
Source: Kownslar and Frizzle, Discovering American History, Holt, Rinehart and Winston (adapted)
88. The information provided by the map best supports the conclusion that
1. The South’s transportation system was more efficient
2. Most railroads were owned and operated by the United States government
3. The transcontinental railroad linked the West and the South
4. The North had transportation advantages by the start of the Civil War
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
89. Which of the following was most likely a cause of the events illustrated in the map above?
1. Manufacturing and population centers in the 1800’s were located mostly in the North
2. The manufacturing centers in the 1800’s were spread out around the country
3. Manifest destiny caused a lot of Americans to move to the Northern states in the 1800’s
4. Most of the American population was concentrated in the Southern United States in the 1800’s
Source: National Archives
90. Which government action most directly prompted the publication of this poster?
1. The issuance of the Emancipation Proclamation
2. Passage of the Kansas - Nebraska Act
3. Rejection of the Wilmot Proviso
4. Adoption of the Missouri Compromise
91. The intended audience of this poster was most likely
1. Enslaved African Americans in the Confederacy
2. Free African Americans in the North who wanted to join the Union in the Civil War
3. Citizens of all races in the Confederacy and the Union during the Civil War
4. Congressmen voting on the Emancipation Proclamation in the Confederacy government
…The clause of the constitution, which authorizes the suspension of the privilege of the writ of habeas corpus,
is in the 9th section of the first article. This article is devoted to the legislative department of the United States,
and has not the slightest reference to the executive department. It begins by providing “that all legislative
powers therein granted, shall be vested in a congress of the United States, which shall consist of a senate and
house of representatives.” And after prescribing the manner in which these two branches of the legislative
department shall be chosen, it proceeds to enumerate specifically the legislative powers which it thereby
grants [and legislative powers which it expressly prohibits]; and at the conclusion of this specification, a clause
is inserted giving congress “the power to make all laws which shall be necessary and proper for carrying into
execution the foregoing powers, and all other powers vested by this constitution in the government of the
United States, or in any department or office thereof.” …
Source: Chief Justice Roger B. Taney, Ex Parte Merryman, May 1861 (adapted)
Unit 11.1 Colonial Foundations | Stimulus Based MC
Practice Mock test- From 1_24_22 to 1_26_22
92. Which key event influenced the writing of this document?
1. President Lincoln’s suspension of the writ of habeas corpus at the start of the Civil War
2. The Supreme Court’s decision in the case Dred Scott vs. Sandford (1857)
3. South Carolina’s secession from the Union in December of 1860
4. Abraham Lincoln’s election to the presidency in November of 1860
93. Which statement best describes the author’s purpose in writing the document excerpted above?
1. To argue that President Lincoln did not have the authority to suspend the writ of habeas corpus
2. To argue that the Constitution does not clearly outline how to suspend the writ of habeas corpus
3. To suggest that suspending the writ of habeas corpus is a power that belongs to the executive branch
4. To suggest that the legislative branch has no check on the President’s power
Base your answers to questions 42 and 43 on the passage below and on your knowledge of social studies.
Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty,
and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so
dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion
of that field, as a final resting place for those who here gave their lives that that nation might live. It is
altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate—we can not consecrate—we can not hallow— this ground. The
brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or
detract. The world will little note, nor long remember what we say here, but it can never forget what they did
here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here
have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before
us—that from these honored dead we take increased devotion to that cause for which they gave the last full
measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation,
under God, shall have a new birth of freedom—and that government of the people, by the people, for the
people, shall not perish from the earth.
Source: President Abraham Lincoln, Gettysburg Address, November 19, 1863 (adapted)
94. Which key event influenced the writing of the document above?
1. Mass casualties at the Battle of Gettysburg
2. Confederate victory at the Second Battle of Bull Run
3. Mass casualties at the Battle at Antietam
4. The surrender of Confederate General Robert E. Lee
95. According to President Lincoln, what is the great task remaining for the living?
1. To support a new birth of freedom across the United States
2. Ensure that the Confederacy wins the Civil War
3. To grant women the right to vote in elections
4. Ensure that the government maintains its power
Unit 11.1 Colonial Foundations | Stimulus Based MC