Deck 3: North America in the Atlantic World

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?
Bacon's Rebellion

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?
the English Civil War

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?
The "Fundamental Constitutions of Carolina"

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?
Atlantic creoles

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?
the Duke's Laws

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 "middle passage"

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?
the Pueblo revolt of 1680

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 Royal African Company

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?
Louis de Baude de Frontenac

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?
colonial political structures of the late seventeenth century

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?
King Philip's War

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?
Carolina

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?
Sir George Carteret and John Lord Berkeley

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?
the Beaver Wars

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?
Quakers

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?
the Restoration colonies

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 Atlantic slave trade

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?
witchcraft accusations and trials in New England, 1650-1690

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?
William Penn

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?
the Iroquois Confederacy

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?
rice and indigo cultivation in South Carolina

Question 22

Why was the economic growth of New York slow during the colony's early years?

A) Continued Dutch resistance to British rule created instability and an atmosphere of economic uncertainty.
B) The colony attracted few settlers because of its record of religious intolerance.
C) The colony's tax policies deprived investors of much-needed capital.
D) The Duke of York did not promote migration to the colony.

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?
the Yamasee War

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?
the Glorious Revolution

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?
vice-admiralty courts

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?
the Salem Village witchcraft crisis

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?
Eliza Lucas

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?
"court" parties versus the "country interest"

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?
Gullah

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 task system

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 New York slave revolt of 1712

Question 32

All of the colonies founded during the reign of Charles II were

A) founded by colonists who left or were banished from the Puritan colonies of New England.
B) given as rewards to men who had supported Charles II during the English Civil War.
C) established as military fortifications built to defend against Indian raids.
D) seized from the Dutch by military force.

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 Navigation Acts

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 Tuscarora War

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?
the Dominion of New England

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?
mercantilism

Question 37

Which of the following was a feature of the Duke's Laws?

A) Dutch residents were allowed to keep their long-standing legal practices even though New Netherland was under English rule.
B) They made the Church of England the established church in New Netherland.
C) They provided a representative assembly for New Netherland's inhabitants.
D) They voided land titles issued by the Dutch.

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?
the Board of Trade and Plantations

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?
King William's War

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?
the Indian slave trade

Question 41

Which of the following was at the core of the Atlantic trading system?

A) European manufactured goods
B) Slaves
C) European food products
D) Natural resources from the Americas

Question 42

Which of the following is true of Bacon's Rebellion?

A) The rebellion was an attempt by Nathaniel Bacon and his followers to force the Virginia government to compensate the Susquehannocks for lost tribal lands.
B) The rebellion was a clash of personalities between Nathaniel Bacon and Governor William Berkeley.
C) The rebellion involved land-hungry whites who alternately attacked Indians and battled with established authorities in Virginia.
D) The rebellion allowed the Piedmont planters to permanently gain control over the colonial government of Virginia.

Question 43

Why did contact with the Europeans intensify the Iroquois' need to wage war?

A) The Iroquois needed to increase the power of their Confederacy in order to combat the powerful Europeans.
B) The Iroquois had to prevent neighboring tribes from allying with the Europeans.
C) European expansion constantly pushed the Iroquois from old tribal lands into new unconsecrated territories.
D) As European diseases increased the death rate within the Iroquois Confederacy, their need to replenish their population with captives increased.

Question 44

Africans were first used as slaves in the Americas by which of the following?

A) The Dutch and the French
B) The English
C) The Germans
D) The Portuguese

Question 45

Why, beginning in the mid-1660s, did Chesapeake planters begin to purchase more African slaves?

A) They could no longer obtain an adequate supply of white indentured servants.
B) The price of slaves dropped as more and more were imported from Africa.
C) It became clear that Native Americans could not be used successfully as slaves.
D) It became necessary for white indentured servants to serve in the militia to defend against Indian attacks.

Question 46

Which of the following was the most successful Indian resistance movement against European dominance in colonial North America?

A) The Pueblo Revolt of 1680
B) King Philip's War of the 1670s
C) Bacon's Rebellion in 1676
D) The Beaver Wars of the 1640s

Question 47

Which of the following was a consequence of the Pueblo revolt?

A) The Pueblos permanently gained their independence from Spain.
B) Spain decided to abandon its attempts to create an empire in North America.
C) Spanish authorities decided that the only way to subdue the Pueblos was to destroy all aspects of their culture.
D) When Spain regained control, Spanish governors stressed cooperation with the Pueblos.

Question 48

In the aftermath of Bacon's Rebellion,

A) most Virginia landowners freed their indentured servants.
B) the Doegs and the Susquehannocks were forcibly removed from the Virginia Tidewater.
C) Nathaniel Bacon was elected governor of Virginia.
D) territory previously reserved for the Indians was opened to white settlement.

Question 49

Why did Puritan migrations from England to the New World largely stop after 1642?

A) The Puritans lost much of their incentive to leave England during the English Civil War and Commonwealth periods.
B) King Charles I prohibited further Puritan migrations to America.
C) The hardships reported by the Puritans in America deterred those in England from leaving for America.
D) Almost all of the Puritans in England had already departed.

Question 50

What impact did the slave trade have on Europe?

A) The expanding trans-Atlantic trade in slaves and the products of slave labor became the basis of the European economic system.
B) It caused the European economy to become dependent on the whims of West African rulers.
C) It caused severe economic dislocations in the European states involved in the trade.
D) As European states involved in the trade colonized West Africa, their empires became worldwide in scope.

Question 51

Which of the following is a Quaker belief?

A) A person can best know God by attending church regularly.
B) Certain select people have been chosen by God to be saved.
C) People may not communicate directly with God but must go through a priest.
D) Anyone, male or female, may preach the word of God.

Question 52

Which of the following is true of the government established by the "Fundamental Constitutions of Carolina"?

A) The government created under the "Fundamental Constitutions of Carolina" was democratic in nature.
B) The government created under the "Fundamental Constitutions of Carolina" was a theocracy.
C) The government created under the "Fundamental Constitutions of Carolina" was controlled by landholding aristocrats.
D) government created under the "Fundamental Constitutions of Carolina" was totalitarian.

Question 53

Which of the following was a reason for the eventual division of Carolina into two separate colonies?

A) The network of rivers that crossed Carolina from east to west created a geographical division that led to the division of Carolina into two separate colonies.
B) It developed two distinct population centers, which then divided into separate colonies under royal rule.
C) Disagreement between the colony's two proprietors led to an agreement between them to divide Carolina into two separate colonies.
D) The constitution that John Locke drafted at the request of Carolina's proprietors mandated that Carolina be divided into North Carolina and South Carolina.

Question 54

Which of the following was a consequence of King Philip's War?

A) Not only were abandoned interior New England towns quickly rebuilt, but they expanded considerably.
B) Many of the Native American followers of King Philip were captured and sold into slavery.
C) New Englanders experienced unprecedented economic prosperity in the years immediately after the war.
D) The Wampanoags prevented New England settlers from encroaching on their ancestral lands.

Question 55

Which of the following was a consequence of New England's population growth in the late seventeenth century?

A) The death rate among children increased substantially as population outstripped the food supply.
B) A significant number of New Englanders moved back to England.
C) Overcrowded conditions increased the incidence of epidemic diseases.
D) The scarcity of land caused some New Englanders to abandon agriculture and learn new skills so that they could support themselves in the rapidly developing towns.

Question 56

How did the development of the Albemarle region of the Carolina colony differ from the development of the region to the south?

A) Slavery was more important to the economic development of the Albemarle region than to the economic development of the southern region.
B) African influences were greater in the Albemarle region because it had a higher proportion of African-born blacks than did the southern region.
C) A Virginia-like society was established in the Albemarle region; Barbadian influence was more important in the southern region.
D) The main export crop in the Albemarle region was grain, whereas cotton was the main export crop in the southern region.

Question 57

In Pennsylvania, William Penn

A) encouraged the use of African slaves to make the colony profitable.
B) wanted to provide an environment in which criminals from England could be rehabilitated.
C) extended the right to vote to both adult men and women.
D) offered religious toleration to all settlers.

Question 58

Which of the following is true of William Penn's policies in Pennsylvania?

A) His religious policies made the colony unattractive to non-Quakers.
B) His policy of screening prospective migrants led to the influx of settlers who were enlightened and tolerant in their views.
C) His labor policies meant that Pennsylvania had the highest percentage of slaves outside the South.
D) His Indian policies made the area attractive to Indians who were treated less fairly elsewhere.

Question 59

Frontenac encouraged French exploratory expeditions in the Great Lakes and Mississippi Valley regions in the mid- 1670s for which of the following reasons?

A) Acting under the direction of the French Catholic church, he wanted to Christianize the Native Americans of the region.
B) He hoped to gain control of the fur trade by establishing a trade route to Mexico.
C) He was carrying out the instructions of the French government.
D) He wanted to subjugate the Native Americans of the region.

Question 60

What was a cause of King Philip's War?

A) Land-hungry white settlers waged attacks against New England Indian tribes.
B) The Wampanoags were concerned that their ancestral lands were being surrounded by white settlements.
C) The Nipmucs attempted to gain total control over the fur trade with the Europeans.
D) The British violated a trade treaty with the Wampanoags.

Question 61

Which of the following was a provision of the Navigation Act of 1696?

A) Ships from European nations other than England were again allowed to trade in the colonies.
B) Sugar and tobacco were added to the list of goods that could be sold only in England or in the English colonies.
C) Foreign goods classified as "necessities" could once again be sold directly to the English colonies.
D) American merchants charged with violations of under the Navigation Acts would be tried in vice-admiralty courts.

Question 62

To defeat the Yamasee-Creek alliance in 1715, Carolina...

A) colonial traders abused the Yamasees and threatened their lands.
B) armed their African slaves.
C) allied with the Spanish.
D) joined forces with the Tuscaroras.

Question 63

Which of the following was a consequence of the Navigation Acts?

A) They gave Chesapeake planters a ready market for their staple crops.
B) They caused a depression in the fishing industry in the Middle Colonies.
C) They stimulated the colonial shipbuilding industry, especially in New England.
D) They had a negative economic impact on all of the colonies.

Question 64

Mercantilist theory held that

A) colonies can help the mother country become self-sufficient by providing it with valuable raw materials.
B) there should be an equal balance of imports and exports.
C) government should not interfere in the economy.
D) overseas colonies were an unnecessary burden on a nation's natural resources.

Question 65

Which of the following was a major reason for the deaths of many white sailors during the "middle passage"?

A) They died from diseases such as yellow fever and malaria.
B) Most died from exposure to the elements when their ships were stalled at sea.
C) A majority died either from abuse at the hands of ship captains or from mutinying slaves.
D) Most were killed by pirates who seized slave ships.

Question 66

Which of the following was a consequence of the Tuscarora War of 1711?

A) The Algonquians were allowed to return to their ancient tribal lands.
B) The Algonquians were Christianized and entered into an alliance with the English.
C) The Tuscaroras replaced the Algonquians as the major suppliers of grain to the English.
D) Many Tuscaroras were enslaved.

Question 67

Why did more aspects of West African culture survive in South Carolina than in any of the other British colonies in North America?

A) South Carolina officials consciously encouraged the survival of West African culture.
B) South Carolina slaves were more isolated from American culture because of the inadequacy of that colony's educational system.
C) The large number of African-born slaves in South Carolina ensured the survival of many aspects of West African culture.
D) South Carolina had little trade with other colonies.

Question 68

Which of the following best describes the Salem witchcraft crisis of 1692?

A) It occurred in an area where people were especially fearful of potential Indian attacks from the north.
B) As the poor felt more and more powerless, they tried to take out their frustrations on the wealthy by charging them with practicing witchcraft.
C) Old-guard Puritans created the crisis to regain their power and restore morality to the community.
D) The crisis was primarily the result of a power struggle among leading Puritan families.

Question 69

Which of the following was a consequence of the Yamasee War?

A) White colonists abandoned the city of Charleston.
B) Unity was established among the various Indian tribes in the Carolinas.
C) For self-protection, many Native Americans of the Carolinas move away.
D) The Creeks established a lasting alliance with the white South Carolina settlers.

Question 70

Which of the following statements correctly identifies the Royal African Company?

A) This English company held a monopoly on all English trade with sub-Saharan Africa during the late seventeenth and early eighteenth centuries.
B) This West African company consisted of representatives from all West African kingdoms and coordinated slave-catching raids into the African interior.
C) This West African company established the rules and regulations under which Europeans were allowed to trade with states along the Guinea coast.
D) This English company acted as the coordinator and licensing agent for all independent trading companies seeking to transport slaves to the English colonies.

Question 71

The Navigation Acts, vice-admiralty courts, and enumerated goods are all associated with

A) philosopher John Locke's constitution for Carolina.
B) English mercantilism.
C) the Dominion of New England.
D) a decline in American shipbuilding.

Question 72

The case of Eliza Lucas provides evidence for which of the following conclusions?

A) Eighteenth-century South Carolina adopted progressive attitudes toward women.
B) South Carolina society was intolerant of educated women.
C) Women often spoke out against the institution of slavery.
D) The knowledge of slaves from the Caribbean contributed significantly to the economic development of South Carolina.

Question 73

By the 1720s, which of the following was an important difference between northern and southern colonial societies?

A) The economy of the southern colonies was based on diversified agriculture, whereas that of the northern colonies was based on the production of staple crops.
B) The political institutions of the southern colonies were more representative of the masses than were those in the northern colonies.
C) There was more economic opportunity for new arrivals in the southern colonies than in the northern colonies.
D) The South had become a slave society, whereas the North was a society with slaves.

Question 74

By the late 1640s, which of the following was a major source of income for New England's farmers and merchants?

A) Foodstuffs and wood for barrels which were sold to sugar planters in the Caribbean
B) Ever-increasing migrations to the area from England
C) Grains sold into European markets
D) Manufactured goods sold to English merchants

Question 75

Which of the following was a provision of the Navigation Acts?

A) All foreign goods bound for the colonies will be shipped by way of England.
B) Colonial products sold to foreign nations must be transported in the purchasing nation's ships.
C) Goods exported from the colonies to foreign nations will be subject to an export tax.
D) Colonial industries that produce certain goods will be subsidized by the British government.

Question 76

With regard to the rulers of the West African coastal states of Dahomey and Asante, which of the following statements accurately describes the impact of the slave trade on their kingdoms?

A) Although they controlled aspects of the slave trade, the rulers of Dahomey and Asante were merely the puppets of European traders who controlled them and the territory they governed.
B) The rulers of Dahomey and Asante oversaw the emergence of powerful kingdoms.
C) Since the Europeans completely controlled the slave trade, the rulers of Dahomey and Asante were merely figureheads with no real power.
D) Although the rulers of Dahomey and Asante allowed the Europeans to control the slave trade, they acquired power and wealth by gaining control over the trans-Saharan trade.

Question 77

James II and his successors, William and Mary, would most likely have agreed on which of the following statements?

A) England should exercise tighter control over its colonies in North America.
B) The British constitution gives the English monarch absolute power.
C) Representative assemblies in the British colonies should be abolished.
D) English regulations concerning colonial trade should be relaxed.

Question 78

Which of the following provided a major market for New England goods in the late seventeenth century?

A) Continental Europe
B) England
C) South America
D) The Caribbean

Question 79

Which of the following was a consequence of the transition from indentured servitude to enslaved labor in the Chesapeake?

A) The transition provided increased political opportunities for poorer whites.
B) Cotton replaced tobacco as the major cash crop of the region.
C) Land that had been reserved for freed servants was distributed to previously landless whites.
D) Chesapeake society became more socially and economically stratified.

Question 80

Members of "court parties" differed from members of the "country interest" in which of the following ways?

A) Members of court parties supported English officials assigned to implement the policies of the English government; members of the country interest supported more colonial autonomy.
B) Members of court parties supported the concept of divine-right monarchy; members of the country interest supported replacing the monarchy with a democratic republic.
C) Members of the court parties were born in England; members of the country parties were American-born.
D) Members of the court parties were colonial officials appointed to their positions by the monarch; members of the country parties were colonial officials appointed to their positions by colonial assemblies.