a.

wrote the eighteenth century’s most widely read account by a slave of a slave’s own experiences.

b.

was popular with Europeans for telling them that their culture was far superior to that of Africans like himself.

c.

demonstrated in his writings that he perfectly fit the stereotype that blacks were savages incapable of becoming civilized.

d.

led several Central American slave insurrections before his death.

e.

was one of the few children of African-American and Native American descent ever to be the chief of his Indian tribe.

a.

Slavery was going to continue to grow without the possibility of ending.

b.

It was ironic that some men in the British colonies were slaves while others had their rights expanded.

c.

The British and French empires were on a collision course in North America.

d.

Most Christian ministers opposed the enslavement of Africans.

e.

Slaves accepted their condition of bondage with little to no resistance.

a.

He was fortunate enough to escape.

b.

He went directly from West Africa to Virginia.

c.

He survived the Middle Passage voyage.

d.

He led a rebellion.

e.

He was able to purchase his freedom.

a.

It had little effect on West Africa, because more than 90 percent of enslaved people came from East Africa.

b.

It helped lead to the rise of militarized states in West Africa, whose large armies preyed upon their neighbors in order to capture slaves.

c.

It encouraged the expansion of West Africa’s domestic textile industry, which supplied clothing for slaves.

d.

It led to an increase in West Africa’s population during the 1700s as slave traders encouraged women to have more children who would then be sold into slavery.

e.

It successfully united West African nations to resist European slave traders, who reluctantly ended the trade by 1763.

a.

They eventually stopped selling slaves.

b.

They killed more slaves than they captured.

c.

Europeans rarely ventured into the interior of West Africa.

d.

They also used European armies to capture slaves.

e.

Despite having guns, they accumulated very little wealth from selling slaves.

a.

It was the journey from East Africa to West Africa.

b.

It was the third leg of the circular trade route.

c.

It was the voyage across the Pacific Ocean.

d.

It was the second leg of the trans-Atlantic trade.

e.

It was the voyage of indentured servants.

a.

were so profitable that by the mid-eighteenth century their owners became the wealthiest people in British North America.

b.

did not have any slaves on small farms.

c.

helped make the Chesapeake colonies models of mercantilism.

d.

were far less successful than tobacco plantations that developed in the lower southern colonies.

e.

were known throughout the world as models of how slaves should be treated.

a.

They retained the same rights because they were free.

b.

Their population grew rapidly through natural reproduction.

c.

The British government ordered the colonies to treat them better.

d.

They bought increasing numbers of plantations.

e.

They lost many of their rights.

a.

occurred only after the colony’s planters unsuccessfully sought to cultivate tobacco, sugarcane, and indigo.

b.

required such large capital investments that Carolina’s planters never became as wealthy as those in the Chesapeake region.

c.

would have proven impossible without the importation of thousands of European indentured servants to serve as a labor force.

d.

led to a black majority in that colony by the 1730s.

e.

is considered by most historians to be the most important cause of the Yamasee War.

a.

Slaves would do no work.

b.

Slaves would have too much autonomy.

c.

It was not suited for rice plantations.

d.

It only worked with a small number of slaves.

e.

A typical plantation would need dozens of slave drivers.

a.

It wanted to ban slavery.

b.

The English feared a French invasion of the South.

c.

The English government wanted Georgia to serve as a buffer between South Carolina and Spain’s Florida.

d.

The English government wanted a colony to grow rice.

e.

It wanted another colony that would focus on tobacco as a cash crop.

a.

Colonists sought self-government to gain the right to introduce slavery.

b.

It was the only colony to maintain a ban on liquor until independence.

c.

The philanthropists who founded it expected slavery to help the lower-class Englishmen they brought to the colony.

d.

Its residents invaded Florida and took it from Spain in the War of Jenkins’ Ear.

e.

It was named for the most important British queen of the eighteenth century.

a.

Slavery did not exist in Massachusetts and New York.

b.

More slaves lived in the northern colonies compared to southern ones.

c.

Slavery was banned in all of New England.

d.

Slavery was not as integrated into the northern colonial economy as it was in the South.

e.

The northern colonial economies struggled with trade and attracting settlers.

a.

Quakers pushed to outlaw slavery.

b.

There were no cash crops in Philadelphia.

c.

Many slaves escaped to New England.

d.

A smallpox epidemic killed thousands of slaves.

e.

Artisans and merchants turned more to wage laborers.

a.

Religion.

d.

Slavery.

b.

Race.

e.

Culture.

c.

Language.

a.

gave up practicing African beliefs.

b.

quickly converted to Christianity.

c.

mixed elements of Christianity with African beliefs.

d.

looked to convert colonists to African religions.

e.

did not see a connection between African-based spirits and Catholic saints.

a.

The slave owners would be eager to convert all of their slaves.

b.

Slaves would make it a challenge for their owners because they would be unfamiliar with Christianity.

c.

The slave owners would disagree with the slave idea of combining traditional African religion with Christianity.

d.

They wanted their slaves to learn how to read before converting.

e.

Most of the slaves were previously Muslim, so the owners encouraged conversions.

a.

The laws in those colonies created a very static institution with few differences among plantations, small farms, and cities.

b.

Plantation slaves enjoyed far more autonomy than they did in other colonies, allowing them to maintain more of their African culture.

c.

Because of the high death rates of Africans due to malaria, slave populations declined by 5 to 10 percent per decade during the 1700s.

d.

Because the governments of South Carolina and Georgia strictly enforced laws preventing sexual contact between whites and blacks, a significant population of racially mixed individuals never developed.

e.

Colonial law gave freedom to any slave who successfully escaped to Charleston or Savannah.

a.

Slaves did not know how to use guns.

b.

Slaves spent most of their time chained to each other.

c.

Most slaves did not desire to be free.

d.

Slaves feared being punished.

e.

Slaves were outnumbered in most regions.

a.

surrendered without any bloodshed and agreed to pledge loyalty to the colony.

b.

were mostly former indentured servants upset over the colony’s Indian policy.

c.

included some who apparently had been soldiers in Africa.

d.

laid siege to Charleston but had to retreat when the Royal Navy brought reinforcements.

e.

were unsuccessful because of divisions over language and ethnicity.

a.

a series of murders.

b.

the seizing of the armory.

c.

a rally of boisterous Irish.

d.

the imprisonment of twenty free blacks.

e.

a series of fires.

a.

France’s interest in controlling Ireland.

b.

France’s switch from a monarchy to a democracy.

c.

England was jealous of France’s higher standard of living.

d.

England’s plan to depose the French monarchy failed.

e.

France’s largely Catholic population.

a.

allowed for unrestrained government authority, since restraints would contradict the very idea of liberty.

b.

meant that liberty and power could be compatible.

c.

was a constant reminder to the British that their governmental system was not the best means of preventing absolutism.

d.

had no connections to how the British viewed their empire.

e.

included both formal restraints on authority and a collection of specific rights.

a.

protecting the natural rights of all humans

b.

active participation in public life by property-owning citizens

c.

a strong central state

d.

supporting royal authority as opposed to parliamentary authority

e.

voting rights for all adult men

a.

A planter who focused on punishing his slaves.

b.

A lower-class farmer struggling to survive.

c.

A planter who served on his or her town council.

d.

A slave who resisted working because he or she wanted to be free.

e.

A planter who bought an extra plot of land to grow more corn.

a.

A slave who had every right to challenge his or her bondage.

b.

A government that had a king to check the power of the legislative branch.

c.

A person who has the right to choose what church he or she will attend.

d.

A government that creates a fund to help the poor.

e.

A king who announces the official religion for all people living in his country.

a.

had the same meaning as liberalism in twenty-first-century American politics.

b.

had mainly a civic and social quality.

c.

brought great wealth and power to its main voice, John Locke.

d.

was compatible with inequalities in wealth and well-being.

e.

prompted two eighteenth-century leaders, Joseph McCarthy and Hugh McCarran, to demand independence for Ireland.

a.

5 and 10

d.

50 and 80

b.

25 and 40

e.

75 and 90

c.

33 and 50

a.

British politics were far more democratic, befitting the British belief in liberty and the number of proprietary and royal colonies.

b.

Colonists tended to agree with the British that owning property was related to having the right to vote.

c.

Most colonies, unlike Britain, at least allowed propertied women to vote.

d.

Elections throughout the colonies were more hotly contested than British ones, with many different candidates and parties represented on the ballot.

e.

Colonial politics proved far more corrupt until the Licentiousness Act of 1694.

a.

were the same in every colony as they were for voting.

b.

meant that women served regularly in colonial legislatures.

c.

meant that the landed gentry wielded considerable power in colonial legislatures.

d.

existed for legislators but not for judges, who were esteemed for their legal ability.

e.

disappeared from Parliament before they were eliminated by colonial legislatures.

a.

A tailor.

d.

A teacher.

b.

A wealthy planter.

e.

A farmer.

c.

A newspaper printer.

a.

providing little oversight of slaves engaged in the task system.

b.

colonial legislatures were supposed to meet only when absolutely necessary.

c.

failing to salute British officers was a punishable offense for colonists.

d.

the same thing that “child neglect” means today.

e.

British governments left the colonies largely alone to govern themselves.

a.

lost political power to colonial governors.

b.

remained purely advisory bodies to the royal governor.

c.

became more assertive.

d.

concentrated on the patronage system.

e.

rejected the theories of the English Country Party.

a.

The creation of museums.

b.

The start of more libraries.

c.

The proliferation of public lectures.

d.

Visiting lecturers from Europe.

e.

The invention of the printing press.

a.

Leaders saw it as a natural right.

b.

Governments praised it as helping democracy.

c.

After 1695 the British government required a license for printing.

d.

Newspapers did not feel it was necessary.

e.

Governments in both England and the colonies viewed it as dangerous.

a.

resulted from his publication of news stories questioning the intelligence of the king.

b.

featured criticism of a colonial governor.

c.

set back freedom of the press when it ended in his conviction and imprisonment for printing the truth.

d.

showed that the public was not yet ready to accept the idea of freedom of speech.

e.

led to the overturning of the Licentiousness Act of 1694.

a.

A minister who used emotion in his sermons.

b.

A merchant opposing free trade.

c.

A botanist who studied nature to uncover why a certain plant kept dying.

d.

A newspaper publisher who distorted the truth to attack a corrupt politician.

e.

An educated king who believed he knew best how to rule his country.

a.

the universe was unknowable.

b.

Christ’s divinity was beyond question.

c.

science could uncover God’s laws that governed the natural order.

d.

God did not exist.

e.

divine revelation was necessary for a proper understanding of truth.

a.

Jonathan Edwards.

d.

Theodore Frelinghuysen.

b.

George Whitefield.

e.

John Peter Zenger.

c.

William Tennent.

a.

John Locke.

d.

John Peter Zenger.

b.

George Whitefield.

e.

James Oglethorpe.

c.

Cotton Mather.

a.

Reformers recommended moving the Comanches out of Texas.

b.

There was a call for more humane treatment of Indians.

c.

It was strongly suggested that the Spanish leave New Spain.

d.

Reformers pushed for an increase in missions.

e.

It led to a much larger military presence in Texas.

a.

The French were exploring and then starting to migrate from Louisiana.

b.

The Pueblos had created a large army.

c.

Corruption in Mexico City made it difficult to govern the northern territory.

d.

The Comanches and Apaches were constantly fighting.

e.

The Spanish population was small in these locations.

a.

It was a new strategy for converting Indians.

b.

It was an attempt to halt Russian incursions.

c.

It was mining for gold.

d.

It involved a military strategy to weaken the Indians.

e.

It called for Enlightenment ideas to be implemented.

a.

rewarded by the Lutheran church.

b.

condemned by the Spanish government.

c.

made an honorary chief amongst Native Americans.

d.

eventually made a saint by the Catholic Church.

e.

attacked by the Russians.

a.

The displacement of Native American populations.

b.

Roads between California and their other colonies.

c.

The creation of missions and presidos.

d.

Agriculture through forced labor.

e.

Keeping the British from settling on their territory.

a.

had a rapidly expanding empire, in large part because of the strong encouragement the French government gave to citizens wanting to move to the New World.

b.

made it a point to avoid competing with the British.

c.

won control of the Ohio Valley in the Seven Years’ War.

d.

were greatly outnumbered by the British on the continent.

e.

were notorious for their poor relations with Native Americans.

a.

Fewer ships to sail to the Americas.

b.

Lower chance of survival.

c.

Not all could hunt and farm.

d.

A restriction of access to the New World by the French monarchy.

e.

The feeling that the Americas were meant for exile.

a.

the Indians along the frontier finally had to be subdued.

b.

France was encroaching on land claimed by the Ohio Company.

c.

they had to aid the English, who were fighting Napoleon in Europe.

d.

taxes were too high, so they solicited help from both the French and the Indians.

e.

French Jesuits were converting too many Indians to Catholicism, endangering the Protestant majority on the North American continent.

a.

George Washington.

d.

John Locke.

b.

Edward Braddock.

e.

William Pitt.

c.

Robert Carter.

a.

A pan-Indian identity.

b.

European technology and material goods.

c.

The enslavement of Africans.

d.

An alliance with the French.

e.

The use of English in trade negotiations.

a.

Most Native American tribes did not agree with the policy.

b.

The colonial assemblies wanted to avoid wars with Native Americans.

c.

It involved a large geographical area.

d.

The French refused to leave forts in the Ohio Valley.

e.

It involved taxes the colonists refused to pay.

a.

To end the slave trade.

b.

To protect the Indians.

c.

To open up more land for settlement.

d.

To bring stability to the colonial frontier.

e.

To prohibit Catholicism in the territory newly acquired from France.

a.

They asked for a holiday to honor William Penn.

b.

They asked for war against the French due to the aggressive French colonial incursion into western Pennsylvania.

c.

They urged that all Native Americans be removed from Pennsylvania.

d.

They praised the middle ground because it brought wealth to Pennsylvanians.

e.

They refused to endorse the war and resigned their colonial assembly seats.

a.

liquor not being banned in Georgia.

b.

slave codes being tightened in New York.

c.

many Indians being removed from Pennsylvania.

d.

the French being hanged in Quebec.

e.

John Peter Zenger being tried for treason.

a.

George Washington.

d.

John Peter Zenger.

b.

Benjamin Franklin.

e.

Thomas Jefferson.

c.

William Pitt.

a.

They felt it went against Enlightenment ideas on free trade.

b.

They feared repercussions from the French.

c.

They wanted to work as individual colonies to establish better relations with the Native Americans.

d.

They felt their respective colonial assemblies would lose power.

e.

They believed it would slow down the influence of the Great Awakening.

a.

Strengthened pride among American colonists about being part of the British empire.

b.

The founding of the new colony of Ohio in territory acquired from France.

c.

A weakening of liberties as France made gains in North America.

d.

The creation of a central colonial government under the Albany Plan of Union.

e.

Increased popularity of the Anglican Church among ordinary colonists.

a.

German-born printer of a colonial weekly journal

b.

Great Awakening preacher

c.

survived the Middle Passage

d.

founded the first mission in San Diego

e.

founder of Georgia

f.

led British war effort against French

g.

Ottawa war leader

h.

wrote Sinners in the Hands of an Angry God

i.

English Enlightenment political philosopher

j.

established first library in colonial America

k.

victim of Zenger’s pen

a.

Ben Franklin

b.

bearers of the good news

c.

distinct slave dialect

d.

no colonial settlement west of the Appalachians

e.

the ship voyage for slaves from Africa to the New World

f.

expelled from Nova Scotia

g.

religious traditionalists who did not support revivalism

h.

courteous respect

i.

Enlightenment religion

j.

virtuous elite giving themselves to public service

k.

controlling northern New Spain

l.

slaves fought in South Carolina