Deck 2: Europeans Colonize North America

Question 1

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the doctrine of predestination

Answer 1

Answer not provided.

Question 2

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Chief Powhatan

Answer 2

Answer not provided.

Question 3

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
English population boom

Answer 3

Answer not provided.

Question 4

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Martin Luther and John Calvin

Question 5

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
joint-stock companies

Question 6

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Lesser Antilles

Question 7

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Pedro Menéndez de Avilés

Question 8

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the divine right of kings

Question 9

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Quebec and Montreal

Question 10

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Jamestown

Question 11

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Henry VIII

Question 12

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Providence Island

Question 13

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Iroquois-Huron War

Question 14

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Sugar

Question 15

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Greater Antilles

Question 16

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
New Netherland

Question 17

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Virginia Company

Question 18

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
The Black Robes

Question 19

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Captain William Rudyerd

Question 20

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Juan de Oñate

Question 21

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Chesapeake families

Question 22

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Separatists

Question 23

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Puritan Congregationalists

Question 24

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Opechancanough

Question 25

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the headright system

Question 26

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
indentured servitude

Question 27

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Maryland

Question 28

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Massasoit and Squanto

Question 29

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the House of Burgesses

Question 30

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Massachusetts Bay Company

Question 31

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Mayflower Compact

Question 32

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
tobacco cultivation

Question 33

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the "seasoning process"

Question 34

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the doctrine of the covenant

Question 35

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Plymouth

Question 36

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the starving time

Question 37

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Pilgrims

Question 38

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Captain John Smith

Question 39

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
John Winthrop

Question 40

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Cecelius Calvert

Question 41

Which of the following was a consequence of the war between the Iroquois and the Hurons?

A) The Hurons were victorious and became the major Indian power in the Northeast.
B) The Iroquois were victorious and became the major Indian power in the Northeast.
C) The two combatants fought to exhaustion, allowing the Dutch to dictate the terms of trade in the region.
D) The two combatants fought to exhaustion, allowing the French to dictate the terms of trade in the region.

Question 42

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
criminal codes of conduct in Puritan New England

Question 43

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Pequot War

Question 44

French missionaries, unlike their Spanish counterparts, decided they could best convert Native Americans to Christianity by

A) moving them to European-style villages.
B) using European medicines to cure Indians of smallpox.
C) destroying all vestiges of traditional Indian religions.
D) learning Indian languages and living among the natives.

Question 45

Which of the following is considered an important factor in making Native Americans receptive to the Christian message of the Black Robes?

A) The ability of the Black Robes to cure smallpox
B) The strict child-rearing practices taught by the Black Robes
C) The ability of the Black Robes to communicate with each other through written messages
D) The debating skills of the Black Robes

Question 46

English colonization efforts in North America were eventually successful because

A) the English followed the Spanish model of colonization.
B) the English sent large numbers of settlers to establish colonies based on agriculture.
C) the English sent large numbers of soldiers to protect all of its settlements in North America.
D) the English government began to finance its settlements rather than depending on corporations.

Question 47

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Roger Williams

Question 48

A number of English Puritans moved to America in the 1620s and 1630s because they

A) wanted to establish a society in which all religious beliefs were tolerated.
B) wanted to be free to practice their religious beliefs without interference by the English monarch.
C) were exiled to the New World after rebelling against the king.
D) wanted to establish an independent nation for themselves.

Question 49

Joint-stock companies turned out to be poor ways to finance colonies because

A) taxes on the profits of such companies were excessive.
B) new colonies do not immediately return a profit to investors.
C) the number of people who could invest in such companies was limited by English law.
D) the English government insisted on controlling day-to-day operations of these companies.

Question 50

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the communal land-grant system of Massachusetts

Question 51

One of the driving forces behind the founding of England's first permanent colony was a desire

A) for profit.
B) for religious freedom.
C) to gain knowledge about the flora and fauna of the New World.
D) to challenge Spain's power in the New World.

Question 52

English officials believed that the establishment of colonies in the New World would help maintain order in England by

A) providing new markets for English goods among Native Americans.
B) providing an outlet for what the officials perceived to be England's excess population.
C) diverting the attention of the English people from domestic problems to the task of converting the Indians to Christianity.
D) increasing England's supply of gold and silver, thereby bringing inflation under control.

Question 53

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Thomas Mayhew

Question 54

The Puritans advocated which of the following changes in the Church of England?

A) They wanted all English citizens to be included in the membership of the church.
B) They wanted bishops and archbishops to be elected rather than appointed.
C) They wanted priests to be allowed to marry.
D) They wanted the church to be free from political interference.

Question 55

Which of the following English citizens would be most likely to make the decision to migrate to the New World in the seventeenth century?

A) A member of the titled aristocracy who accepted the religious teachings of the Church of England
B) A wealthy English merchant who accepted the religious teachings of the Church of England
C) A former tenant farmer who had been forced off the land by the landowner, was looking for work in England's cities, and accepted Calvinist theology
D) A member of the landed gentry who accepted Calvinist theology and had recently combined a number of small land units into a large enclosed estate

Question 56

John Calvin differed from Martin Luther in that Calvin

A) emphasized the free will of human beings.
B) stressed that people must totally submit to the will of an omnipotent God.
C) advocated religious toleration.
D) stressed the innate goodness of human beings.

Question 57

The economic and social problems in seventeenth-century England that caused many English citizens to migrate to the New World were the result of

A) the collapse of the woolens industry.
B) warfare between England and France.
C) the government's decision to eliminate all tariffs on foreign goods.
D) the doubling of the English population between 1530 and 1680.

Question 58

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Anne Hutchinson

Question 59

Which of the following is a Puritan belief?

A) God has already chosen those who are to be saved, and nothing one does will change one's fate.
B) One who attempts to learn about the will of God is more likely to be saved.
C) Good works are necessary for one's soul to go to heaven.
D) God will extend salvation to all humans who repent of their sins.

Question 60

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
John Eliot

Question 61

Which of the following caused misunderstandings between the English and the Algonquians?

A) The English could not understand the Algonquian concept of hereditary right.
B) The English believed Algonquian men were lazy because they cared for the tribe's children.
C) The English could not understand the Algonquian practice of working the fields communally.
D) The English did not recognize Algonquian concepts of property.

Question 62

Which of the following upset the balance between the English and the Native Americans in Virginia?

A) The arrival of British soldiers
B) The spread of tobacco cultivation
C) The kidnapping of Pocahontas
D) The introduction of slavery

Question 63

The survival of the Jamestown settlement is largely due to

A) good planning on the part of the Virginia Company.
B) an alliance with the Powhatan Confederacy during the settlement's first two years.
C) the agricultural skills of the early settlers.
D) the early development of village democracy.

Question 64

Which of the following was true of most Chesapeake families in the seventeenth-century?

A) They made most of their own clothes and farm implements.
B) They did not spend much money on material possessions beyond the necessities.
C) They lived luxurious lives of leisure.
D) They had to import most of their food from England because they concentrated on growing cash crops.

Question 65

Which of the following was a reason for the early problems that confronted the Jamestown colony?

A) The colony was kept in a constant state of chaos due to the tyrannical rule of John Smith.
B) Nomadic tribes had virtually wiped out the supply of game in the area.
C) A severe drought made it difficult for the settlers to cultivate crops.
D) The early colonists had to contend with the hostility of nearby Indians.

Question 66

Most English migrants to the Chesapeake in the seventeenth century were

A) landless aristocrats.
B) indentured servants.
C) wealthy merchants.
D) exiled criminals.

Question 67

Which of the following is true concerning indentured servants?

A) A significant percentage did not live through the period of their indenture.
B) Most had to pay for their own food out of the meager wages they earned.
C) They were legally defined as property and had no rights under the law.
D) They were not generally overworked and found the Chesapeake climate conducive to their health.

Question 68

How did Maryland differ from Virginia?

A) Maryland's settlers congregated in towns.
B) Maryland's economy was based on trade.
C) Maryland offered freedom of religion to all Christian settlers.
D) Maryland planters could amass large landed estates.

Question 69

Why was the seventeenth-century Chesapeake politically unstable?

A) The governments of Virginia and Maryland were dominated by immigrants who had no strong ties to each other or to their respective colonies.
B) Few settlers cared about becoming politically involved.
C) Parliament continually interfered in the governing of the Chesapeake colonies.
D) Most settlers questioned the legitimacy of the colonial governments of Virginia and Maryland.

Question 70

Why did women in the seventeenth-century Chesapeake bear fewer children on the average than their English counterparts?

A) Higher death rates and an imbalance in the number of men and women in the Chesapeake meant smaller families.
B) Abortion was more readily available in the Chesapeake.
C) Women in the Chesapeake were more conscious of family planning.
D) A lower percentage of Chesapeake women married.

Question 71

What is an indentured servant?

A) One who has been sentenced to work for another as punishment for a crime
B) One who is allowed to live on and work someone else's land and in return agrees to share the crops raised
C) One who is obligated to work for the government but receives food and shelter in return
D) One who contracts to work for a planter for up to seven years and in return receives passage to the New World

Question 72

For which of the following reasons did the spread of tobacco cultivation in Virginia lead to conflict with the Indians?

A) The Indians were jealous of the prosperity that tobacco cultivation brought to the English settlers.
B) Indian religion associated tobacco with evil spirits and with death.
C) In an effort to get workers for their plantations, Virginia planters began to kidnap and enslave Indians.
D) The abundant land required for tobacco cultivation caused the settlers increasingly to encroach on Indian lands.

Question 73

Indentured servants were important to the development of the seventeenth-century Chesapeake because they

A) were usually artisans who brought needed skills to the area.
B) provided a relatively cheap and abundant source of labor for Chesapeake tobacco planters.
C) brought new ideas concerning the cultivation and cure of tobacco.
D) provided labor for important public projects undertaken by the colonial governments of Virginia and Maryland.

Question 74

Which of the following correctly describes the attitude of most English settlers toward the Native Americans and their way of life?

A) They assumed the Native Americans to be their inferiors and showed little respect for Indian society.
B) They accepted and respected the differences between their own culture and Indian culture.
C) They were very interested in understanding as many aspects of Indian culture as possible.
D) They were openly hostile toward the Native Americans and had no thoughts of living in peace with them.

Question 75

As a result of the cultivation of tobacco in Virginia,

A) the large estates were divided into smaller agricultural units.
B) the Virginia Company began to send male laborers to the colony.
C) settlers began to congregate in urban areas.
D) settlers established farms far from each other.

Question 76

Powhatan extended aid to the Jamestown settlers because

A) they achieved a quick and decisive victory over his warriors.
B) he believed they were divine beings.
C) their weapons could give him an advantage over other tribes in the region.
D) the Algonquian religion taught the brotherhood of all people.

Question 77

Why was the House of Burgesses reinstated in Virginia in 1629?

A) Protests from the Virginia settlers led to its reinstatement.
B) The new king believed that governmental powers should be shared among different interest groups.
C) Virginia's governor threatened to resign if it were not reinstated.
D) The landed gentry in Virginia threatened to boycott British goods until it was reinstated.

Question 78

Which of the following was true of the Algonquians?

A) They had an egalitarian society.
B) The power that Algonquian leaders had over their people was limited rather than autocratic.
C) Social status always passed through the male line.
D) There were no clearly defined sex roles in their culture.

Question 79

Did the headright system benefit the wealthy gentry in Virginia? Why?

A) Yes, because it allowed them to sell all of their farm goods above market price.
B) Yes, because it allowed them to amass more land and become even wealthier.
C) No, because large farms were subdivided as the number of adult males increased.
D) No, because it made them politically powerless.

Question 80

Why was the House of Burgesses important to the development of the British colonies in North America?

A) The political-rights legislation it passed led to the emergence of democracy in the colonies.
B) The decisive military stand it took against the Native Americans effectively ended the Indian menace.
C) Its presence established the precedent of self-government at the local level in England's North American colonies.
D) Its decision to give land to all Virginia settlers caused people to see the British colonies as a land of opportunity.