HIST 2510 Concept of Land Ownership Questions

Description

3 attachmentsSlide 1 of 3attachment_1attachment_1attachment_2attachment_2attachment_3attachment_3

Unformatted Attachment Preview

History 2510 Fall 2021
TEST 1
50 potential earned points
Due: March 8, 2022 by 11:30 pm
READ THESE INSTRUCTIONS!
• This is an OPEN BOOK test.
• You have ONE WEEK to complete it.
o Do not wait until the last day to complete this.
o If at any time during the week you have any questions, email me.
• The exam consists of 40 Multiple-Choice questions including video
segments (1 point each) and 1 Short Answer Essay (10 points).
o Those PowerPoints are in a separate folder in the Final Exam D2L
folder for your use.
o Use the Closed Captioning when available.
o If you have difficulty opening any, email me.
• Bold and/or highlight your answers to each question.
o If you do not you will receive “0” points.
o There will be point deductions for spelling, capitalization, etc.
o 2 points will be deducted for not including citations of direct
quotes and paraphrasing of historic information in your short
essays.
When you have completed the test save as:
• LastNameT1
• Submit into the D2LT1 folder.
NOTE: if you have an older edition of the textbook the questions may not
match that version so you need to have the required textbook for this
exam.
Name:
Chapter 1:
1. How did Native Americans view the concept of land ownership?
a.
b.
c.
d.
e.
Native Americans believed that land should be permanently preserved.
Individuals could own land outright.
Families had the right to use land, but they did not actually own the land.
Native Americans emphasized the dollar value of land.
A family could claim land for its descendants, but an individual could not.
2. “Coverture” refers to:
a.
b.
c.
d.
e.
a woman’s responsibility to wear a scarf covering her head when in public.
knowing your place in society, especially at church when sitting in the pews.
a tax one pays on one’s property that is assessed quarterly.
a woman surrendering her legal identity when she marries.
a binding legal agreement between an indentured servant and his or her master.
3. The Columbian Exchange was:
a.
b.
c.
d.
e.
the agreement that documented what Christopher Columbus would give to Spanish leaders in
return for their sponsorship of his travel to the New World.
the transatlantic flow of plants, animals, and germs that began after Christopher Columbus
reached the New World.
John Cabot’s exploration of the New World, which brought more of the goods that Columbus
had found back to the Old World.
responsible for introducing corn, tomatoes, and potatoes to the Americas.
the first store in the New World, named for the man who founded it.
4. According to Bartolomé de Las Casas:
a.
b.
c.
d.
e.
Spain needed to institute a more humane system of Native American slavery in order to avoid
offending Pope Paul III.
Spain had caused the deaths of millions of innocent people in the New World.
despite his opposition to slavery, he needed to keep his slaves so that he would have time to
devote to working for abolition and emancipation.
slavery needed to be eliminated entirely from the Earth.
converting Native Americans to anything but Catholicism would lead to their death.
5. How did French involvement in the fur trade change life for Native Americans?
a.
b.
c.
d.
It didn’t; Native Americans were already hunting beaver and buffalo for their skins.
Native Americans benefited economically but were able to avoid getting caught in European
conflicts and rivalries.
The French were willing to accept Native Americans into colonial society.
The English and French quests for beaver pelts prompted a surge in Native American population.
6. In regard to history, what was a borderland?
a.
b.
c.
d.
e.
A defined boundary between nations.
The area around the coastline.
An area with no trade.
A settled area.
An unclear geographical and cultural border.
Go to the Final Exam PowerPoint folder for the following question:
7. Video: Answer the following question from the video segment “The Great League of Peace”
a. What three future presidents went to meet with the Iroquois chief?
Answer:
Chapter 2:
8. Which of the following lists these English colonies in the proper chronological order by the dates
they were founded, from the earliest to the latest?
a.
b.
c.
d.
e.
Plymouth, Jamestown, Massachusetts Bay, Rhode Island.
Plymouth, Massachusetts Bay, Rhode Island, Jamestown.
Jamestown, Massachusetts Bay, Plymouth, Rhode Island.
Massachusetts Bay, Plymouth, Rhode Island, Jamestown.
Jamestown, Plymouth, Massachusetts Bay, Rhode Island.
9. What was a key difference between indentured servants from England and slaves from Africa?
a.
b.
c.
d.
e.
Indentured servants never changed owners.
After giving birth, indentured servant women had to give up the child to the owner.
The indentured servants could freely choose their spouse.
Three-quarters of indentured servants escaped to another colony and found permanent
freedom.
Most indentured servants voluntarily came to the colonies.
10. Which of the following best describes how the English viewed Native American ties to the land?
a.
b.
c.
d.
e.
Although they felt the natives had no claim since they did not cultivate or improve the land, the
English usually bought their land, albeit through treaties they forced on Indians.
They simply tried to wipe out Native Americans and then took their land.
They encouraged settlers to move onto Native American land and take it.
They totally respected those ties and let the natives stay in all rural areas, negotiating
settlements to obtain the coastal lands.
The English offered natives the chance to remain on the land as slaves and, when this offer was
declined, forced them off of it.
11. Tobacco production in Virginia:
a.
enriched an emerging class of planters and certain members of the colonial government.
b.
c.
d.
e.
benefited from the endorsement of King James I.
declined after its original success, as Europeans learned the dangers of smoking.
resulted in more unified settlements, thanks to tobacco’s propensity to grow only in certain areas
of Virginia.
was under the control of two planters, Walter Raleigh and the Earl of Kent.
12. The Mayflower Compact established:
a.
b.
c.
d.
e.
religious toleration and freedom in Massachusetts.
the right to emigrate to America.
a company chartered to settle New England.
a civil government for Plymouth Colony.
peaceful relations between English colonists and Indians in Rhode Island.
13. Anne Hutchinson:
a.
b.
c.
d.
e.
was no threat to the Puritan establishment because women were so clearly considered inferior.
angered Puritan authorities by supporting the claims of Roger Williams.
engaged in Antinomianism, a sexual practice that the Puritans considered threatening to
traditional gender relations.
opposed Puritan ministers who distinguished saints from the damned through church
attendance and moral behavior rather than through focusing on an inner state of grace.
would have been left alone if she had not also run for a seat in the General Court.
Go to the Final Exam PowerPoint folder for the following question:
14. Video: Answer the following question from the Mayflower Compact video segment:
a. Where was the Mayflower originally supposed to land along the east coast?
Answer:
Chapter 3
15. According to the economic theory known as mercantilism:
a.
b.
c.
d.
e.
merchants should control the government because they contributed more than others to
national wealth.
the government should regulate economic activity so as to promote national power.
the government should encourage manufacturing and commerce by keeping its hands off of the
economy.
colonies existed as a place for the mother country to send raw materials to be turned into
manufactured goods.
England wanted the right to sell goods in France, but only to non-Catholic buyers.
16. The Fundamental Constitutions of Carolina:
a.
b.
were modeled after the Cherokee government.
permitted only members of the Church of England to worship freely.
c.
d.
e.
resulted in absolute power over slaves and indentured servants.
did not allow a headright society.
wanted only a feudal society and no assembly.
17. What was key to making the enslavement of Africans an enduring economic and social institution in
colonial America?
a.
b.
c.
d.
e.
Slavery became perpetual, as the children of slaves were slaves too.
Africans were less likely to run away than Native Americans.
Racism had existed since ancient times in England.
Africans fell under the purview of English common law.
The word “slave” came from several different West African languages.
18. What historical evidence demonstrates that blacks were being held as slaves for life by the 1640s?
a.
b.
c.
d.
e.
Property registers list white servants with the number of years they were to work, but blacks
(with higher valuations) had no terms of service associated with their names.
Transcripts from legislative debates in the House of Burgesses show that Virginia lawmakers
were debating whether permanent slave status was a good idea.
Records of declining tobacco prices show that it had become harder to keep labor, which would
have forced planters to turn increasingly to Africans and away from white servants.
There is none, because slavery did not fully exist in Virginia until after Bacon’s Rebellion in 1676.
Advertisements for slaves began appearing in newspapers regularly by 1642.
19. The Virginia Slave Code of 1705:
a.
b.
c.
d.
e.
simply brought together old aspects of the laws governing slaves and slavery.
completely rewrote and changed the earlier slave laws.
embedded the principle of white supremacy in law.
made clear that slaves were subject to the will of their masters but not to anyone who could not
claim ownership of them.
was the work of Nathaniel Bacon.
20. How did the colonial elite view their role in society?
a.
b.
c.
d.
e.
Social obligations demanded that they give everyone the same liberties they enjoyed.
It meant the power to rule—the right of those blessed with wealth and prominence to dominate
others.
They should enjoy their wealth but not parade it by dressing differently or by living in homes
that were more elaborate than those of a lower status.
They should work hard, because that is how they would make more money.
They felt that they had no role and that those beneath them should just take care of
themselves.
Go to the Final Exam PowerPoint folder for the following question:
21. Video: Answer the following question after watching the Atlantic Slave Trade segment:
a. What were the two elements of impact on African kingdoms once the slave trade ended?
Answer:
Chapter 4:
22. Which of the following is a true statement about the Atlantic slave trade’s effect in West Africa?
a.
b.
c.
d.
e.
It had little effect on West Africa, because more than 90 percent of enslaved people came from
East Africa.
It helped lead to the rise of militarized states in West Africa, whose large armies preyed upon
their neighbors in order to capture slaves.
It encouraged the expansion of West Africa’s domestic textile industry, which supplied clothing for
slaves.
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.
It successfully united West African nations to resist European slave traders, who reluctantly
ended the trade by 1763.
23. Why did the English government support the establishment of the Georgia colony?
a.
b.
c.
d.
e.
It wanted to ban slavery.
The English feared a French invasion of the South.
The English government wanted Georgia to serve as a buffer between South Carolina and Spain’s
Florida.
The English government wanted a colony to grow rice.
It wanted another colony that would focus on tobacco as a cash crop.
24. “Republicanism” in the eighteenth-century Anglo-American political world emphasized the
importance of __________ as the essence of liberty.
a.
b.
c.
d.
e.
protecting the natural rights of all humans
active participation in public life by property-owning citizens
a strong central state
supporting royal authority as opposed to parliamentary authority
voting rights for all adult men
25. “Salutary neglect” meant:
a.
b.
c.
d.
e.
providing little oversight of slaves engaged in the task system.
colonial legislatures were supposed to meet only when absolutely necessary.
failing to salute British officers was a punishable offense for colonists.
the same thing that “child neglect” means today.
British governments left the colonies largely alone to govern themselves.
26. Deists shared the ideas of eighteenth-century European Enlightenment thinkers, namely that:
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.
27. What was the primary purpose of the Proclamation of 1763?
a.
b.
c.
d.
e.
to end the slave trade
to protect the Indians
to open up more land for settlement
to bring stability to the colonial frontier
to prohibit Catholicism in the territory newly acquired from France
Go to the Final Exam PowerPoint folder for the following question:
28. Video: After watching the video segment on the 1763 Proclamation Line, what was the attitude of
the colonists along the Appalachian Mountains to the line forbidding them from expanding westward?
Answer:
Chapter 5
29. What contribution did the Stamp Act episode make to the colonists’ concept of liberty?
a.
b.
c.
d.
e.
The elite became more aware of liberty, but the lower classes remained unconcerned, choosing
instead just to follow leaders who encouraged them to riot.
The Stamp Act Congress insisted that the right to consent to taxation was essential to people’s
freedom.
It led the Stamp Act Congress to adopt the Declaratory Act, which defined American liberties.
It convinced colonists that revolting against Great Britain was the only way to secure their
liberties.
Requiring everyone freed from jail to wear a stamp reminded colonists that they were prisoners
of the British empire.
30. Who was the “first martyr of the American Revolution” in the Boston Massacre?
a.
b.
c.
d.
John Adams.
Thomas Hutchinson
Samuel Adams
Crispus Attucks
31.The Committees of Safety:
a.
b.
served to warn colonists if the Royal Navy was approaching.
were part of a series of efforts by the Continental Congress to promote unity and to take action
against enemies of liberty.
c.
d.
e.
killed twenty-eight Loyalists before the Revolutionary War began.
took action against Catholics trying to spread Quebec’s influence.
were designed to protect British officials like Thomas Hutchinson but attracted too small a
number of members to succeed.
32. In the Declaration of Independence, Jefferson’s biggest influence with regard to natural rights came
from?
a.
b.
c.
d.
e.
John Adams.
Thomas Paine.
Joseph Galloway.
John Locke.
Lord Dunmore.
33. Why did George Washington eventually allow African-Americans to serve in the Continental army?
a.
b.
c.
d.
e.
Southern colonies stopped their opposition.
Many northern colonies immediately abolished slavery.
He had freed all of his slaves during the second year of the war.
The British started offering freedom to slaves who signed up to fight for their army.
He became convinced that African-Americans could fire a musket.
34. Cornwallis was defeated at Yorktown because:
a.
b.
c.
d.
e.
he had no land or water escape route.
he was overwhelmed by Washington’s much larger and better-trained army.
General Clinton had withdrawn from Yorktown, leaving Cornwallis vulnerable.
most of his troops were cold, starving, and ready to surrender.
King George III ordered an end to the war.
Go to the Final Exam PowerPoint folder for the following question:
35. Video: Answer the following question after viewing the Battle of Concord segment:
a. What type of survey was used to map the Parker’s Revenge battle site and what was the main
evidence found?
Answer:
Chapter 6
36. In Pennsylvania, new leaders like Thomas Paine and Benjamin Rush wanted to see what occur with
regard to voting rights?
a.
b.
c.
They realized angry mobs could get out of hand, so voting had to be limited.
They wanted every proposed law to be voted on by all citizens.
Voting requirements needed to eliminate property qualifications.
d.
e.
The votes of merchants should count double those of citizens who did not own property.
They criticized the idea of equality in regard to voting.
37. The new state constitutions created during the Revolutionary War:
a.
b.
c.
d.
e.
completely eliminated property qualifications for voting.
became far more democratic in the southern states than in the northern states.
greatly expanded the right to vote in almost every state.
did nothing to change the composition of elite-dominated state legislatures.
all retained tax-supported churches as a way of ensuring a virtuous citizenry.
38. Why did John Adams believe that land ownership was vital to society?
a.
b.
c.
d.
e.
He opposed slavery and felt that if small farmers owned land, they would have the power to
outvote slaveowners.
If more people owned land, it would be less likely that fixed and unequal social classes would
emerge.
Land ownership would make people more conservative, and that would counteract any
democratic impulses.
Government would have to encourage it, and Adams believed in an activist federal government.
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.
39. What policy did the new United States pursue in its dealings with Native Americans?
a.
b.
c.
d.
The U.S. government generally left them alone because it was busy trying to restore order after
the war.
The U.S. government tried to protect them from encroachment by backcountry farmers, as
required by the Treaty of Paris.
The U.S. government set out to dispossess the Native Americans of their remaining rich lands
and drive them westward.
The U.S. government pursued a policy of outright extermination.
40. Who publicly referred to slavery as a “national crime” that would one day bring
“national punishment”?
a.
b.
c.
d.
e.
Thomas Jefferson.
Joseph Brant.
Lord Dunmore.
George Washington.
Benjamin Rush.
Short Answer Essay [10 potential points]:
Instructions: Choose ONE of the following questions and write a 3-4 paragraph answer. Use
only the textbook chapter in your answer.
Points will be deducted for:
• capitalization and spelling errors. (1 each)
Any direct quotes and/or rewriting of historic information from the textbook should be cited as
follows: (Foner, page #).
• Direct quote citations belong at the end of the quote and paraphrasing belong at the
end of the paragraph.
• If these are missing there will 2 points deducted.
Highlight the question you have chosen:
Chapter 1: Explain as thoroughly as you can how the slave trade affected African society.
Chapter 2: Compare the Chesapeake and New England colonies. Explore the various reasons for the
colonists’ emigrating to the New World, their economies, gender roles, demographics, religion, and
relations with the Indians. How did land ownership compare from one region to the other? Which
pattern of settlement is more representative of American development after the seventeenth
century?
Chapter 3: William Penn called his colony a “holy experiment.” Chronicle the development of
Pennsylvania, with particular attention to the advantages that the colony offered to settlers. What
liberties were guaranteed and to whom? Why and how did conflicts with the Indians start?
Chapter 4: Explain the impact of the Seven Years’ War on colonial society. Pay particular attention to how
the war and its outcome shaped colonial identities as well as to the relationship between colonists and
Indians.
Chapter 5: How did the colonists justify their protests and ultimate rebellion? What sources did they call
on? What philosophies were influential? How was the language of freedom and liberty used?
Chapter 6: How did women react to the language of freedom and liberty? Be sure to include in your
response Abigail Adams’s opinions that appear in “Voices of Freedom.”
Start writing your answer here:
Chapter 1
PowerPoint Slide
Indians of Eastern North America
• Indian tribes living in the eastern part of
North America sustained themselves with
a diet of corn, squash, and beans and
supplemented it by fishing and hunting.
• Native Americans believed sacred spirits
could be found in living and inanimate
things such as animals, plants, trees,
water, and wind. This idea is known as
animism.
• Tribes frequently warred with one
another; however, there were also many
loose alliances.
• Indians saw themselves as one group
among many; the sheer diversity seen by
the Europeans upon their arrival was
remarkable.
The Great League of Peace
Click on the map to watch a
5:52 segment about “The
Great Law” and its influence
on the formation of our
government.
https://commons.wikimedia.org/wiki/File:Iroquois_5_Nation
_Map_c1650.png
2
Chapter 2
PowerPoint Slide
The Pilgrims at Plymouth (Plimouth)
• Pilgrims sailed in 1620 to Cape Cod aboard
the Mayflower.
• Before going ashore, the adult men signed
the Mayflower Compact, the first written
frame of government in what is now the
United States.
• Pilgrims settled first in an abandoned Indian
village, as many tribes had been decimated
by European diseases introduced by traders.
• Squanto provided much valuable help to the
Pilgrims, and the first Thanksgiving in
America was celebrated in the fall of 1621.
Click on the image to watch a 1:47 segment from Studies Weekly on
the Mayflower.
https://www.bostonglobe.com
4
Chapter 3
PowerPoint Slide
The Atlantic Slave Trade
Click on the image to watch a 5:30 TED-Ed segment on this
6
Chapter 4
PowerPoint Slide
The 1763 Proclamation Line
• To avoid further Indian
conflicts, London issued
the Proclamation of 1763,
which banned white
settlement west of the
Appalachian Mountains.
• The Proclamation
enraged settlers and land
speculators hoping to
take advantage of the
expulsion of the French.
https://www.thinglink.com/scene/632689718793863169
Click on the map for a 4:10
segment on this from
Mount Vernon
8
Chapter 5
PowerPoint Slide
The Battle of Concord, 1775
Under musket fire
from colonials, the
British retreat
across Concord’s
North Bridge. In his
poem “Concord
Hymn” (1837),
Ralph Waldo
Emerson
immortalized the
moment: “By the
rude bridge that
arched the flood,
Their flag to April’s
breeze unfurled,
Here once the
embattled farmers
stood, And fired
the shot heard
‘round the world.”
Click on image to watch a 3:38 segment on battlefield archaeology
from American Battlefield Trust as to the actual location of the battle.
10
Chapter 1
PowerPoint Slide
Indians of Eastern North America
• Indian tribes living in the eastern part of
North America sustained themselves with
a diet of corn, squash, and beans and
supplemented it by fishing and hunting.
• Native Americans believed sacred spirits
could be found in living and inanimate
things such as animals, plants, trees,
water, and wind. This idea is known as
animism.
• Tribes frequently warred with one
another; however, there were also many
loose alliances.
• Indians saw themselves as one group
among many; the sheer diversity seen by
the Europeans upon their arrival was
remarkable.
The Great League of Peace
Click on the map to watch a
5:52 segment about “The
Great Law” and its influence
on the formation of our
government.
https://commons.wikimedia.org/wiki/File:Iroquois_5_Nation
_Map_c1650.png
2
Chapter 2
PowerPoint Slide
The Pilgrims at Plymouth (Plimouth)
• Pilgrims sailed in 1620 to Cape Cod aboard
the Mayflower.
• Before going ashore, the adult men signed
the Mayflower Compact, the first written
frame of government in what is now the
United States.
• Pilgrims settled first in an abandoned Indian
village, as many tribes had been decimated
by European diseases introduced by traders.
• Squanto provided much valuable help to the
Pilgrims, and the first Thanksgiving in
America was celebrated in the fall of 1621.
Click on the image to watch a 1:47 segment from Studies Weekly on
the Mayflower.
https://www.bostonglobe.com
4
Chapter 3
PowerPoint Slide
The Atlantic Slave Trade
Click on the image to watch a 5:30 TED-Ed segment on this
6
Chapter 4
PowerPoint Slide
The 1763 Proclamation Line
• To avoid further Indian
conflicts, London issued
the Proclamation of 1763,
which banned white
settlement west of the
Appalachian Mountains.
• The Proclamation
enraged settlers and land
speculators hoping to
take advantage of the
expulsion of the French.
https://www.thinglink.com/scene/632689718793863169
Click on the map for a 4:10
segment on this from
Mount Vernon
8
Chapter 5
PowerPoint Slide
The Battle of Concord, 1775
Under musket fire
from colonials, the
British retreat
across Concord’s
North Bridge. In his
poem “Concord
Hymn” (1837),
Ralph Waldo
Emerson
immortalized the
moment: “By the
rude bridge that
arched the flood,
Their flag to April’s
breeze unfurled,
Here once the
embattled farmers
stood, And fired
the shot heard
‘round the world.”
Click on image to watch a 3:38 segment on battlefield archaeology
from American Battlefield Trust as to the actual location of the battle.
10

Purchase answer to see full
attachment

Explanation & Answer:
40 Questions

Tags:
Columbian Exchange

legal identity

Concept of Land Ownership

User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.