a.

insisted that women accept their lower status in society.

b.

feared that women would be distracted from doing domestic chores if they read books.

c.

wanted women to be eligible to be president.

d.

believed laws should not ignore women.

e.

thought women should be tyrannical in demanding more rights.

a.

obedience to the male heads of household.

b.

the principle of hereditary aristocracy.

c.

the establishment of a republic.

d.

the definition of liberty as a universal entitlement.

e.

all kinds of organized religion.

a.

It meant that all men now had a legal claim to an equal distribution of property.

b.

It challenged the inequality that had been fundamental to the colonial social order.

c.

It ended colonial society’s legally established hereditary aristocracy.

d.

It ended coverture, under which husbands exercised full legal authority over their wives.

e.

It meant that, for the first time, men were free to pursue whatever occupations they wished.

a.

There were virtually no wealthy people in the 1780s.

b.

Most of the landowners still resided in England.

c.

The ideals of Thomas Paine criticized the notion of nobility.

d.

The planter class in the South criticized nobility.

e.

The Catholic Church condemned the noble class.

a.

The Protestant Church.

b.

The lower house of the state legislatures.

c.

The taverns.

d.

The militia.

e.

The first public schools.

a.

Benjamin Franklin’s departure for France left control of the state up for grabs, and the lower classes took over.

b.

The prewar elite had supported independence, then tried to negotiate with Great Britain, costing themselves the respect of the lower classes, who took power from them.

c.

Philadelphia’s artisan and lower-class communities took control and put a new emphasis on freedom and on more democratic politics.

d.

The Second Continental Congress had to take over the state when the people voted to abolish the position of governor, thereby showing how the new nation’s power dynamic would differ greatly from the old system.

e.

Just through the population retaining the old style of government, they demonstrated that major change was possible without uprooting the whole system.

a.

They realized angry mobs could get out of hand, so voting had to be limited.

b.

They wanted every proposed law to be voted on by all citizens.

c.

Voting requirements needed to eliminate property qualifications.

d.

The votes of merchants should count double those of citizens who did not own property.

e.

They criticized the idea of equality in regard to voting.

a.

a powerful governor and a two-house legislature that reflected the division of society between wealthy and ordinary men.

b.

a legislature elected and controlled entirely by the wealthy, with a weak governor elected by the people so that they would feel that they had a role.

c.

voting rights for all men at least twenty-one years old.

d.

centralizing political power in a one-house legislature and dispensing with the office of governor.

e.

allowing women who owned a certain amount of property to vote but preventing them from holding political office.

a.

Being a Native American.

d.

Not owning slaves.

b.

Being an Anglican.

e.

Being a woman.

c.

Owning property.

a.

Owning a business.

d.

Being educated.

b.

Paying taxes.

e.

Being a Christian.

c.

Owning property.

a.

They were not uniform, as each state’s constitution had different stipulations.

b.

A person of any religious faith could vote.

c.

No African-Americans were allowed to vote.

d.

Women could vote in the New England states.

e.

In every state, a person had to demonstrate his wealth by showing a land deed or bank account.

a.

New York.

d.

Massachusetts.

b.

Virginia.

e.

Pennsylvania.

c.

New Jersey.

a.

completely eliminated property qualifications for voting.

b.

became far more democratic in the southern states than in the northern states.

c.

greatly expanded the right to vote in almost every state.

d.

did nothing to change the composition of elite-dominated state legislatures.

e.

all retained tax-supported churches as a way of ensuring a virtuous citizenry.

a.

barring of Catholics from southern state militias.

b.

Second Continental Congress’s refusal to accept aid from Catholic France.

c.

widespread arrests of Catholics as potential British spies by Pennsylvania authorities.

d.

famous attack on a Boston convent by Massachusetts minutemen.

e.

First Continental Congress’s denunciation of the Quebec Act.

a.

Anti-Catholicism increased when Quebec Catholics volunteered in large numbers for the British army.

b.

Because Americans resented Catholic France negotiating a separate peace with Great Britain, anti-Catholicism became more prevalent.

c.

Independence led the states to impose anti-Catholic laws that they had been unable to adopt when they were under British control.

d.

The alliance with France, a predominantly Catholic country, helped diminish American anti-Catholicism.

e.

Spain’s wartime aid to Britain led Georgian colonists to attack Catholic missions in Florida.

a.

were very similar to those expressed by Isaac Backus, a Baptist leader.

b.

show that he actively sought to stamp out religious worship.

c.

indicate he did not believe in a benevolent Creator.

d.

demonstrated his rejection of the divinity of Jesus.

e.

found widespread acceptance among evangelicals in the new nation.

a.

It curtailed the influence of Christianity on American society.

b.

The colonists nearly lost the American Revolution because of separation of church and state.

c.

In the aftermath of the war, it led to the Anglican Church being unchallenged.

d.

It brought together two dichotomous groups: Deists and evangelicals.

e.

Most church leaders criticized the ideals of the American Revolution.

a.

Several states finally allowed Jews to vote and to hold public office.

b.

States increased public funding of religion because they no longer had to win British approval to do so.

c.

Seven state constitutions began with a declaration of rights that included a commitment to “the free exercise of religion.”

d.

Thomas Jefferson wrote a “Bill for Establishing Religious Freedom” in Virginia, but the House of Burgesses never adopted it.

e.

Deists and evangelicals fought with one another over whether church and state should be separate.

a.

Scientific discoveries that helped lead to the Enlightenment.

b.

Wars and corruption caused by organized religion.

c.

Native American techniques with farming.

d.

Parliament gaining more rights after the Glorious Revolution.

e.

John Locke’s ideas on liberalism.

a.

Presidency, the Declaration of Independence, the Constitution.

b.

Louisiana Purchase, presidency, the Declaration of Independence.

c.

The Constitution, the University of Virginia, presidency.

d.

The “Bill for Establishing Religious Freedom,” the Declaration of Independence, Louisiana Purchase.

e.

The Declaration of Independence, the University of Virginia, the “Bill for Establishing Religious Freedom.”

a.

organized religion became less important in American life over the next thirty years.

b.

upstart churches began challenging the well-established churches.

c.

the number of religious denominations in the United States declined.

d.

violent struggles between religious groups were not uncommon in the backcountry.

e.

tax-supported churches flourished in every state in the new nation.

a.

asked for the Declaration of Independence to be read every month at the town square.

b.

proposed free public education.

c.

wanted church attendance to be mandatory.

d.

proposed that ministers become teachers in public schools.

e.

wanted a second revolution.

a.

It would help religion flourish in America and increase toleration.

b.

Education would spark technological development.

c.

The size of the merchant class would increase.

d.

It would raise up the general populace, making the people more informed voters.

e.

Relations with the Native Americans would improve, creating peace in the Ohio Valley.

a.

King George III had supported them, and anything associated with the king was unpopular in the United States.

b.

Many apprentices and indentures had refused to fight in the Revolution, and their bosses, resenting them for it, got rid of them.

c.

Thomas Paine’s criticism of them in Common Sense greatly influenced the many who had read his pamphlet.

d.

Northerners were outlawing slavery in their state constitutions and began to eliminate apprenticeship and indentured servitude as well amid southern charges of hypocrisy.

e.

The lack of freedom inherent in apprenticeship and indentured servitude struck growing numbers of Americans as incompatible with republican citizenship.

a.

He opposed slavery and felt that if small farmers owned land, they would have the power to outvote slaveowners.

b.

If more people owned land, it would be less likely that fixed and unequal social classes would emerge.

c.

Land ownership would make people more conservative, and that would counteract any democratic impulses.

d.

Government would have to encourage it, and Adams believed in an activist federal government.

e.

Adams had lost his land when he took the unpopular position of representing British soldiers who participated in the Boston Massacre, and he knew how important the issue was.

a.

The national government passed a law mandating prices that every state had to follow.

b.

Despite the war, the price for food dropped significantly.

c.

Some merchants hoarded goods.

d.

Congress urged that household items be bought with gold or silver.

e.

The government refused to issue paper money.

a.

allow the free market to operate without regulation.

b.

adopt measures to fix wages and prices.

c.

establish food banks to distribute food to the needy.

d.

raise taxes on the wealthy.

e.

seek loans from friendly European governments.

a.

The publication of Adam Smith’s The Wealth of Nations.

b.

Isaac Newton’s explanation of the law of gravity as applied to economics.

c.

The failure of wartime tariffs to solve the problem of the national debt.

d.

Riots over inflation in the streets of Boston.

e.

Memories of the despised Intolerable Acts.

a.

of Abigail Adams in her letter to her husband about women’s rights.

b.

in Wealth of Nations.

c.

in Circle of the Social and Benevolent Affections.

d.

of the freedom petitions by slaves.

e.

Thomas Jefferson’s “Bill for Establishing Religious Freedom.”

a.

5 to 10 percent.

d.

30 to 35 percent.

b.

10 to 15 percent.

e.

45 to 50 percent.

c.

20 to 25 percent.

a.

A coastal South Carolina planter getting angry because of a Regulator’s call for more representation in the colonial government.

b.

The news that John Wilkes lost his seat in Parliament.

c.

A Massachusetts merchant losing business because of the British East India monopoly on tea.

d.

An Anglican minister in New York wanting to expand his congregation.

e.

A Virginia landowner wanting to increase his holdings west of the Appalachian Mountains.

a.

State governments encouraged free press, including opposition to American independence.

b.

The New England states forced Loyalists into militias against their will.

c.

Congress discouraged the idea of oaths of allegiance.

d.

Loyalists were sold into slavery in Canada.

e.

Freedom of expression was curbed during the American Revolution.

a.

They helped inspire future rebellions in Canada.

b.

Most wanted to ban slavery in Canada.

c.

They hoped to mount an attack on the United States in order to restore it as a British colony.

d.

They pushed for an alliance with France.

e.

They refused to trade goods with the United States.

a.

Iroquois.

d.

French.

b.

Shawnee.

e.

Americans.

c.

British.

a.

They all allied themselves with the British, who promised to protect them against American encroachment.

b.

They all allied themselves with the Americans, since the British had failed to protect them against American encroachment.

c.

Most tribes officially maintained neutrality but secretly aided one side or the other.

d.

They divided their allegiance, just as white Americans did.

e.

They volunteered to fight in the Continental army, but George Washington rejected them.

a.

led pro-American Cherokee troops in campaigns against Lord Cornwallis in North Carolina.

b.

surrendered his forces to the Stockbridge Indians in a humiliating defeat.

c.

destroyed forty Indian towns in a campaign against the Iroquois.

d.

encouraged American forces to treat Indians and their lands “truly well and gently.”

e.

was a British spy whom pro-American Creek Indians unmasked.

a.

The U.S. government generally left them alone because it was busy trying to restore order after the war.

b.

The U.S. government tried to protect them from encroachment by backcountry farmers, as required by the Treaty of Paris.

c.

The U.S. government set out to dispossess the Native Americans of their remaining rich lands and drive them westward.

d.

The U.S. government pursued a policy of outright extermination.

e.

The U.S. government recognized Indian claims to their traditional lands from the Appalachians to the Mississippi River.

a.

To become farmers.

d.

to leave the United States.

b.

To fight.

e.

To ask for help from the British.

c.

To work with American settlers.

a.

wanted to create an Indian confederacy between Canada and the United States.

b.

allied with the Continental Congress and led troops against the British in the Great Lakes region.

c.

represented Indian interests at the negotiations of the Treaty of Paris.

d.

urged all Indians to move west of the Mississippi River to preserve their cultures from “contamination” by whites.

e.

was appointed first governor-general of Upper Canada in 1781.

a.

He argued that the colonists were sensitive to threats to their liberties because they were so familiar with slavery.

b.

He said the colonists were hypocrites for claiming to be pro-liberty while they themselves owned slaves.

c.

He said John Locke’s ideas about property rights meant colonists were justified in claiming that their liberty included slave ownership rights.

d.

He praised liberty-loving Pennsylvanians for organizing the world’s first antislavery society.

e.

He stated that a threat to liberty anywhere is a threat to liberty everywhere, so American slavery threatened British freedom.

a.

George Washington.

d.

Benjamin Franklin.

b.

John Adams.

e.

James Madison.

c.

Thomas Jefferson.

a.

As compensation for the war, the British sent many slaves from the Caribbean to the United States.

b.

The Quakers gave up on the idea of trying to abolish slavery.

c.

Owning slaves in the South was seen as a key ingredient to economic autonomy.

d.

The North increased its demand for slaves and surpassed the amount of slaves residing in the South.

e.

In the Declaration of Independence, Thomas Jefferson endorsed slavery.

a.

A musket of his own.

d.

One hundred shillings.

b.

Two acres of land.

e.

A slave.

c.

The right to vote.

a.

He promoted the concept that protecting property was a natural right.

b.

He discussed a gradual abolition of slavery.

c.

He condemned the slave trade as an evil practice.

d.

He wanted to convert all slaves to Christianity.

e.

He wanted slaves to be replaced with indentured servants.

a.

Thomas Jefferson.

d.

George Washington.

b.

Joseph Brant.

e.

Benjamin Rush.

c.

Lord Dunmore.

a.

A poet who wrote about how African-Americans felt about freedom.

b.

A fund-raiser for the Ladies’ Association, whose efforts fed nearly starving men at Valley Forge.

c.

A pamphleteer whose ringing protests reminded Bostonians that women, too, cared about liberty.

d.

A woman who, disguised as a man, died while fighting during the Yorktown campaign.

e.

A slave who helped dozens of other slaves escape to freedom behind British lines.

a.

Liberia.

d.

Ghana.

b.

Sierra Leone.

e.

Benin.

c.

Monrovia.

a.

occurred only in the New England states.

b.

resulted entirely from voluntary work by slaveholders.

c.

included all slaves north of South Carolina.

d.

reflected the importance of property rights.

e.

were reversed in 1792 by the U.S. Supreme Court in the Dred Scott case.

a.

All slaves were freed by 1790.

b.

Slavery ended quickly because there were no cash crops.

c.

Ending slavery was a long, drawn-out process.

d.

Slaves were emancipated only if they promised to leave the country.

e.

Only slaves who had been doing farm labor were set free.

a.

often wound up in a state similar to that of indentured servitude.

b.

began fleeing to the South when they saw that the new states would not approve emancipation.

c.

benefited greatly from the popularity of manumission (or voluntary emancipation of slaves by whites).

d.

were happy that the process of abolition under the new state constitutions meant that all current slaves would be free during their lifetimes.

e.

were unable to establish their own institutions because their numbers were too low.

a.

Gradual abolition.

b.

Banning the slave trade.

c.

Ending slave marriages.

d.

Stopping marriages between whites and slaves.

e.

Freedom petitions.

a.

declined in number as newly freed slaves left the country whenever possible.

b.

often enjoyed the right to vote if its male members met taxpaying or property qualifications.

c.

all took the last names of their former masters.

d.

refused to provide havens for fugitive slaves because doing so would have led to the revocation of their own emancipation.

e.

avoided supporting the abolitionist cause out of fear of reprisals.

a.

It began the process of ending it permanently.

b.

It saw an actual increase of slavery by 1790.

c.

It resulted in the British putting an immediate end to slavery throughout their empire.

d.

It led to more Indians being enslaved than people of African heritage.

e.

In some states, indentured servants started to outnumber slaves.

a.

She reminded people of Neolin.

b.

She invoked Thomas Paine’s criticism of the British monarchy.

c.

She sounded like a Quaker condemning slavery.

d.

She took on the role of a church minister, critiquing the government.

e.

She sounded like King George III.

a.

Slaves could be productive soldiers.

b.

Taxing the poor created an economic burden.

c.

British soldiers did not belong in the homes of Bostonians.

d.

One of the people killed during the Boston Massacre was of African heritage.

e.

Natural rights were universal.

a.

greater educational opportunities for women.

b.

a radical change in the patriarchal structure of the family.

c.

women to become public speakers for various social causes in the 1780s.

d.

widespread resentment among women.

e.

a significant increase in women’s direct involvement in politics in the 1780s.

a.

women should be granted suffrage rights.

b.

women played an indispensable role in the new nation by training future citizens.

c.

Thomas Jefferson’s Republican Party represented maternal interests better than its opponents did.

d.

education was wasted on women, who should worry only about having many children to populate the republic.

e.

political equality of the sexes fit a republican society.

a.

An educated single woman.

d.

A seamstress.

b.

An educated mother.

e.

A shopkeeper.

c.

A farmer’s widow.

a.

An arranged marriage between immigrants.

b.

A husband who is the primary breadwinner and has all of the assets in his name.

c.

A spouse who makes all the decisions concerning the children’s education.

d.

An abusive, alcoholic husband who dominates his wife.

e.

A union based on love with equal say in running the household.

a.

A Native American in the Ohio River Valley.

b.

An indentured servant in New York.

c.

A slave in South Carolina.

d.

A poor white farmer in Virginia.

e.

A poor white woman who worked as a seamstress.

a.

black poet

b.

Pennsylvania radical

c.

Thoughts on Government author

d.

burned forty Indian towns

e.

America’s first Roman Catholic bishop

f.

director of congressional fiscal policy

g.

The Selling of Joseph author

h.

wrote of universal freedom, even for blacks

i.

drafted Virginia’s “Bill for Establishing Religious Freedom”

j.

“Remember the ladies”

k.

The Wealth of Nations author

l.

Mohawk Indian

a.

raised funds to assist American soldiers

b.

working for wages, or owning a farm or shop

c.

an offensive term for the rituals of the Catholic Church

d.

“School of political democracy”

e.

retained their allegiance to the crown

f.

fighting for the American cause

g.

Revolution undermined church authority among this group

h.

responsible for raising the next generation of leaders

i.

the right to vote

j.

action slaves took for their immediate release

k.

ability to sacrifice self-interest for the public good

l.

settlement in Africa for freed slaves