a. The U.S. gained Oregon and territory well into Canada. | ||
b. The U.S. gained the West Coast and all of the Rocky Mountain territories. | ||
c. Minnesota became a state. | ||
d. Texas ceded territory back to Mexico. |
a. Relevant or related to a contemporary issues | ||
b. Resolved quickly | ||
c. Related to periods of war | ||
d. Researched in a way that proves your convictions or beliefs |
a. Tariffs, internal improvements, and the Second National Bank of the United StatesB. States' rights and a compact theory of government | ||
b. Secession | ||
c. The secrecy of the Masonic Order in American political culture |
a. The Deep South had an abundance of rich soil. | ||
b. The slave labor system was in place and easily adjusted to cotton production. | ||
c. Cotton planters received Federal start-up grants and the benefit of protective tariffs to protect their markets. | ||
d. Cotton was in tremendous demand in the textile mills in Northeastern U.S. and in England. |
a. The New York and Philadelphia business aristocracy | ||
b. Irish and other immigrants | ||
c. New England merchants | ||
d. The clergy and reformers |
a. The Mississippi River was the westernmost border of the United States. | ||
b. Texas became an American territory at that time. | ||
c. At least 25% of the map was composed of foreign territory. | ||
d. One could conclude that American access to the Pacific West Coast was blocked by foreign territories. |
a. Charleston had more slaves than Roanoke. | ||
b. The heaviest concentration of slaves was found in the counties of the south and east. | ||
c. The state capitol had a slave population between 20096 - 30114. | ||
d. All surrounding states had freed their slaves by 1840. |
a. The development of the cotton industry and slavery | ||
b. The increase in Irish Catholic immigration | ||
c. The development of powerful social reform movements | ||
d. The development of Manifest Destiny and the belief that America must annex new lands |
a. Bitterly opposed the Second Bank of the United States | ||
b. Came to support the states' rights policies of Andrew Jackson | ||
c. Opposed the impositions of Federal tariffs | ||
d. Opposed the presidency of Andrew Jackson |
a. One can commune with God through nature. | ||
b. One must learn to belong to a church or organized religion. | ||
c. Humans learn to advance through the laws and authority of men. | ||
d. Transcendentalists rejected the Romantic Movement and its ideas. |
a. Secondary sources are more reliable than primary sources. | ||
b. Primary sources can be trusted to provide information based on the opinion of historians. | ||
c. Historians and history students must have the knowledge of locating history sources and ability to correctly cite sources. | ||
d. The writer may use the facts and resources in any way he or she chooses to express the political opinion of the writer. |
a. Newspaper articles | ||
b. A well-documented book by a respected historian | ||
c. A speech | ||
d. A journal or diary |
a. A letter from a Congressman to a Senator | ||
b. Unpublished manuscripts | ||
c. Maps and artwork | ||
d. A book in which one can learn about arguments surrounding a certain topic |
a. Immigrants prospered and found working conditions more favorable than what they left in Europe. | ||
b. Although work was plentiful, hours were longer and work output was more demanding. | ||
c. The disparity between the affluent and the poor increased greatly. | ||
d. Rapid urban growth led to disease and unsanitary conditions in the streets. |
a. The discovery of gold in Texas | ||
b. Mass Anglo-American settlements in Texas and settlements in the Oregon Country by missionaries and farmers | ||
c. The growing popularity of San Francisco as a warm summer resort location | ||
d. The need for plantation lands due to rapid soil depletion in the Deep South due to cotton agricultural practices |
a. Creating the "Know Nothings" and the "American Party" | ||
b. Opposing immigrants from voting or running for public office | ||
c. Claiming that immigrant culture and Catholic and/or Lutheran religious beliefs threatened American society | ||
d. All of the above |
a. Largely in Euro-centric terms | ||
b. As a possible Mormon refuge from attacks and lynching by Irish immigrants | ||
c. As a place the place that was rich in mineral deposits and natural resources | ||
d. All of the above |
a. The Potato Blight | ||
b. The crushing defeat of the Irish Republican Army at the hands of the British in Belfast | ||
c. The discovery of gold in California | ||
d. A drop in Ireland's currency followed by a terrible depression |
a. Called for an immediate end of all hostilities with Mexico | ||
b. Called for preventing the establishment of slavery in the territories acquired from Mexico | ||
c. Called for new protective tariffs to for Northern industrial from Mexican imported manufactured goods | ||
d. Stated that California should enter the Union as a free state before any other business can be considered |
a. France due to the revolution | ||
b. Mexico due to political repression | ||
c. Ireland due to extreme poverty | ||
d. England due to a devastating depression |
a. American public opinion reportedly gave 100% support for the troops and their war objectives. | ||
b. Southerners opposed the war due to their belief in states' rights. | ||
c. Sectional tensions arose in 1846 and ran through 1850. | ||
d. Henry Thoreau issued an apology for supporting the war. |
a. The Germans due to a failed democratic revolution | ||
b. The Italians due to war with the pope over independence | ||
c. The Russians due to repression from Czar Nicholas | ||
d. Jews from all over Europe due to economic opportunity and religious freedom |
a. He formed a Texas Ranger outfit for the opportunity to fight against Santa Anna in the Mexican-American War. | ||
b. He supported President Polk in annexation of Texas and America's entry into the war. | ||
c. He felt betrayed, alienated, and chose to fight against U.S. military aggression by supporting Santa Anna. | ||
d. He opposed U.S. military aggression, immigrated to Argentina, and established himself as a cattle baron. |
a. Southern leaders believed Free Soilers were behind the start of the Mexican-American War. | ||
b. Southern leaders offered slaves the possibility of freedom if they would enlist in the army and fight in the war. | ||
c. Southern leaders considered the war nothing more than a conspiracy between bankers and wealthy real estate speculators. | ||
d. Southern leaders considered the war as an opportunity to expand slavery. |
a. The Free Soil Party was composed mainly of Democrats who opposed the expansion of slavery into the territories gained from Mexico. | ||
b. The Free Soil Party was an anti-slavery party that pushed for the immediate abolition of slavery. | ||
c. The Free Soil Party failed to get any real support due to their radical distrust of government and belief in states' rights politics. | ||
d. The Free Soil Party came out against reform politics as government imposed tyranny on the lives of citizen patriots. |
a. The South desperately tried to industrialize and build cities with immigrant labor. | ||
b. Cotton production dramatically increased to dominate the economic interests of planters, politicians, and all aspects of society in the Antebellum South. | ||
c. Mexican immigration increased and dominated the agricultural society in the South. | ||
d. Northern abolitionists became popular in the urban areas of the North. |
a. They considered the Mexican-American War as a conflict that favored Southern slave holding interests. | ||
b. They believed the war wan necessary only after Mexican troops burned Atlanta. | ||
c. They brokered a cease fire that took both sides back to their original territorial holdings. | ||
d. All of the above |
a. It embodied the very meaning of American expansionist principles. | ||
b. It inspired Charles G. Finney and the Evangelicals to engage in the Second Great Awakening. | ||
c. It comforted and inspired abolitionists to believe that divine help would abolish slavery. | ||
d. It convinced Americans that they lived in a godly and democratic nation. |
a. Showing Moses Austin the location of Texas | ||
b. Identifying the Great Plains and much of the West as the "Great American Desert" | ||
c. Climbing and naming Pike's Peak in the Sierra Mountains in California | ||
d. Selling Jefferson on the idea of buying the Louisiana Purchase |
a. Urging public support of the Dred Scott Decision, knowing from the Court Justices that the South won the decision | ||
b. Telling Congress to admit Kansas as a slave state | ||
c. Expressing that the states had sole authority in the slavery issue and that people of the North are not more responsible and have no more right to interfere than Russia or in Brazil | ||
d. All of the above |
a. Create a government based on principles of confederation and states' rights | ||
b. Send ambassadors to Mexico with the hope of gaining financial support | ||
c. Invite Northern states to secede along with them | ||
d. Decide how to best use their gold reserves in Texas |
a. Support for slavery only if involved production of cotton for New England textile mills | ||
b. The belief in the need for tight regulation of society | ||
c. A labor system based on hourly wages and hope for success | ||
d. A turn away from large factories dominated by women and child laborers |
a. On tobacco plantations | ||
b. In the city, where their masters rented them out to do day labor for whites who could not afford to own slaves | ||
c. On cotton plantations | ||
d. In the newly established factories located in the quickly growing urban areas of the South |
a. The defense of slavery had provided an identity for the South and uniqueness in its social system. | ||
b. Slavery and the defense of slavery prompted the development of Southern colleges unique from Northern colleges. | ||
c. Slavery and the debate over slavery caused institutions and church organizations to divide: Southern Baptists. | ||
d. Slavery impacted American society in all of these ways and many more as the North and South headed toward secession and civil war. |
a. Territories taken from Mexico were petitioning to enter the Union. | ||
b. Southerners embraced Calhoun's theories of compact government and nullification. | ||
c. Cotton production increased so that "King Cotton" became America's leading product. | ||
d. Northern industry produced powered farm equipment that replaced slave labor and depressed the value of slaves owned by Southern whites. |
a. Dred Scott Decision | ||
b. Bill of Rights | ||
c. The Compromise of 1833 | ||
d. Missouri Compromise |
a. ". . . the Negro is but a grown up child, and must be governed as a child." | ||
b. ". . . the Negro race is inferior to the white race, and living in their midst, they would be far outstripped or outwitted in the chaos of free competition." | ||
c. "We would remind those who deprecate and sympathize with negro slavery, that his slavery here relieves him from a far more cruel slavery in Africa, or from idolatry and cannibalism, and every brutal vice and crime that can disgrace humanity; and that it Christianizes, protects, supports and civilizes him; that it governs him far better than free laborers at the North are governed." | ||
d. All of the above |
a. No, there will be no compromise over slavery. | ||
b. Yes, but the agreement must be renegotiated upon his reelection in 1864. | ||
c. No, he was deeply religious and slavery offended his religious convictions. | ||
d. Yes, but only if slaves would be able to be emancipated on their 30th birthday. |
a. Franklin Pierce supported Southerners on the corrupt Kansas elections and the pro-slavery. | ||
b. Winfield Scott was elected, and he advocated sending army units to protect southerners from slave revolts. | ||
c. Millard Fillmore proposed annexing Cuba and developing cotton production there. | ||
d. James Buchanan refused to use military power to stop secessionists in Southern California. | ||
e. It repealed the Missouri Compromise and called for the citizens of the new territory to use popular sovereignty to resolve the slavery issue. | ||
f. It established that all slaves in the territory would be emancipated on their 30th birthday. | ||
g. It made slaveholding residents in Missouri feel more secure in knowing that Kansas was no longer unorganized Indian Territory. | ||
h. It assured the Free Soilers that slavery would not expand beyond the South. |
a. It differed very little from one to the other. | ||
b. Urban slaves had more freedom, better food, and better living conditions than slaves working on plantations. | ||
c. Urban slaves were more regulated due to the availability of police departments, sheriff's department, and numerous members of the volunteer slave patrol organizations. | ||
d. Plantation slaves were trained as skilled laborers, while urban slaves were used only for labor involving unskilled work. |
a. All other states in the Deep South pledged they would follow South Carolina's lead and secede by January 1, 1861. | ||
b. Lincoln won the election for the presidency. | ||
c. A number of protective tariffs appeared to have the votes needed to pass in Congress. | ||
d. Foreign powers pledged financial and military support if the cotton producing South would leave the Union. |
a. Lincoln ordered marines to attack Charleston, because Sumter is in Charleston harbor. | ||
b. Confederates wanted to demonstrate the power and accuracy of their artillery against a Union Fort. | ||
c. Lincoln sent a fleet of supply ships to resupply Fort Sumter for another two years and thereby threaten Confederate shipping. | ||
d. Sumter was the last fort that had not surrendered in the South and South Carolina considered a "foreign" fort in Charleston harbor as a blow to their Southern honor. |
a. The Fugitive Slave Law led to Harriet Beecher Stowe to write Uncle Tom's Cabin in reaction. | ||
b. The growing belief in secession led to the creation of the Republican Party in support of that issue. | ||
c. The passage of the Kansas-Nebraska Acts led to the disintegrations of the Whig Party over the failure to deal with slavery. | ||
d. The corrupt election and the outbreak of violence associated with "Bleeding Kansas" led to the downfall of "Popular Sovereignty" as an answer to slavery. |
a. Pressure from Free Soilers to ban all slavery in the territories | ||
b. The ban of slavery in Washington D.C. | ||
c. The issue of run-away slaves | ||
d. Federal funds to assist Indian tribal groups in starting their own industrial development |
a. Thousands of armed Missouri residents crossed the border and illegally voted for a proslavery government. | ||
b. President Pierce stepped in to prevent the establishment of the proslavery government due election irregularities. | ||
c. Both a proslavery government in Lecompton, Kansas and a Free Soil government in Lawrence, Kansas claimed to be the legitimate government. | ||
d. Starting in 1856, months of bloody conflict occurred between proslavery settlers and Free Soilers became known as "Bleeding Kansas." |
a. Called for the surrender of the fort to U.S. forces thereby causing the other Southern states to secede | ||
b. Called up 75,000 volunteers from state militias to invade and put down the revolt, thus causing the states of the Upper South to secede on support of Southern solidarity | ||
c. Hired German mercenaries to invade and retake the Southern states | ||
d. Called for an immediate response by strategically positioning U.S. Navy attack vessels and submarines |
a. Southerners fought to resume the more profitable international slave trade. | ||
b. Slave revolts in Haiti and in other foreign lands raised fear that slaves imported from those regions might instigate slave revolts in the United States; it was thus a security risk. | ||
c. The Second Great Awakening influenced American slave owners to liberate their slaves on Christian ethical grounds. | ||
d. Southerners supported and encouraged free blacks to buy slaves and grow cotton in order to demonstrate that everyone could enjoy the benefits of slave ownership. |
a. Southerners tended to oppose "modernism" as corruption by commercialism, industrialists, and financial institutions while the North promoted this by encouraging investment and rolling over profits for reinvestment. | ||
b. Southern elites tended to be suspicious of the spread of literacy, while Northerners encouraged the spread of literacy. | ||
c. Southern leaders tended to support reform and saw democracy as a threat to the hierarchy, but Northerners believed that democracy led to anarchy. | ||
d. All of the above |
a. John Brown and his sons raided a federal arsenal to gain weapons for planned slave revolts. | ||
b. Preston Brooks attacked Senator Charles Sumner in the Senate over Kansas related speeches made by Sumner. | ||
c. The Dred Scott decision took all legal status from African Americans, declared the Missouri Compromise illegal, and opened the door for the expansion of slavery. | ||
d. Lincoln defeated Douglas in the presidential race in 1858 due to his showing in the famous debates held in New York. |
a. Four parties nominated four candidates who represented separate sectional interests. | ||
b. The heaviest population in the U.S. was clearly in the Northern States. | ||
c. Lincoln won a majority of popular and electoral votes. | ||
d. During the campaign, Lincoln opposed the expansion but not the abolition of slavery in attempt to calm Southern slaveholders. |
a. Maine entered the Union as a free state. | ||
b. Slavery could be established north of 36 degrees - 30 minutes north latitude (the 36-30 line). | ||
c. Missouri entered the Union as a free state. | ||
d. Slaves who served in the military were offered freedom below the 36 - 30 line. |
a. Fewer native born women willing to work in the textile mills | ||
b. A deterioration of the working conditions in the mills | ||
c. The development of an industrial class composed of women immigrants from Ireland | ||
d. The development of national unions with the ability to effectively coordinate strikes |
a. Complete failure due to a Union naval blockade of the Confederate coastline | ||
b. Complete failure because the U.S. Navy had captured top Confederate officials and sensitive documents | ||
c. Limited success because the Navy was unable to stop Confederate trade with Mexico | ||
d. Success because the English were running short of cotton for their textile mills |
a. Fighting a defensive war to rid themselves of a foreign military power in their country | ||
b. Having talks in Philadelphia or Washington D.C. to end the war | ||
c. Taking additional territory through successful deployment of the Army of Northern VA | ||
d. Developing new technologies for advanced warfare |
a. Lee fled to Mexico, and Lincoln made clear that reconciliation would be the goal of his post war policies with the South. | ||
b. Lee surrendered to Sherman at Atlanta and carried out a destructive march to Savannah. | ||
c. Sheridan was reassignment as military commander of Texas, and within a day he publicly stated that if he owned Texas and Hell, he would live in Hell and rent out Texas. | ||
d. Lee surrendered at Appomattox, and popular actor and Confederate agent, John Wilkes Booth, assassinated Lincoln. |
a. Confederates printed paper money. | ||
b. The Confederacy allowed each state to print their own money. | ||
c. Federals sold bonds, raised personal taxes, drew on gold reserves, and printed "greenbacks" dollars. | ||
d. All of the above |
a. Grant was made commanding general of all Union armies. | ||
b. Grant targeted the Army of Northern Virginia and constantly moved against Lee in bloody battles at The Wilderness, Cold Harbor, and Spotsylvania in the Virginia woods. | ||
c. He assigned William T. Sherman to take Georgia and Phillip Sheridan to the Shenandoah Valley of Virginia for the purpose of causing such destruction so that the civilian population would want an end to the war. | ||
d. All of the above |
a. Approximately 186,000 black soldiers served in the Union Army, while most Southern tribes supported the Confederacy. | ||
b. Blacks were not allowed to receive combat training in the Union Army. | ||
c. Freedmen fought in fully integrated military units of the Army of the Potomac. | ||
d. Freedmen were inspired to enlist after Lincoln's Emancipation Proclamation liberated all slaves. |
a. The development of muskets that could hit targets at 800 yards | ||
b. The development of the repeating rifle | ||
c. The continuation of assault tactics developed during the time of Napoleon | ||
d. All of the above |
a. "Lincoln and the Republican abolitionists insulted the honor of Southern states." | ||
b. "We are fighting for our personal rights." | ||
c. "Our new government is founded upon....the great truth, that the negro is not equal to the white man; that slavery--subordination to the superior race--is his natural and normal condition." | ||
d. "That the time-honored ideas of John C. Calhoun, namely states' rights, must be the greatest priority in the conflict." |
a. Riots exploding in New York City over the start of a military draft law | ||
b. Mounting apathy in the North as the war continued | ||
c. The ability of plantations to turn from cotton production to food production | ||
d. An ample supply of shoes, wool, and medicine for civilians and the military in the Confederacy |
a. Robert E. Lee and Stonewall Jackson were skilled strategists with a much larger and better-trained army. | ||
b. The Army of Northern Virginia possessed technologically superior weapons. | ||
c. The commanding general, George McClellan, acted without caution or concern for the Army of the Potomac. | ||
d. There was clearly a lack of capable military commanders, a fact established by the number of generals Lincoln hired and fired for the command of the Army of the Potomac. |
a. What would be the status of the Freedmen? | ||
b. What would be the meaning and memory of the war? | ||
c. What would be the status of the status of the seceded states? | ||
d. All of the above; A divided America faced all of these issues, which were made more difficult, because Lincoln's legacy included unfinished plans for Reconstruction. |
a. It was developed after the Union defeat at Bull Run in 1861. | ||
b. It was part of a long term strategy that involved both coordinated land and sea operations. | ||
c. It concentrated in part on taking the Confederate capitol at Richmond. | ||
d. All of the above |
a. All the important material advantages lay with the North. | ||
b. Confederates demonstrated the effectiveness of their government by securing the support of England. | ||
c. Southern industry had the capacity to produce sufficient amounts of war material to conduct a war. | ||
d. Although the Confederate Navy was very small, Southerners had confiscated the most technologically advanced surface ships and the newly developed u-boats. |
a. Lee was soundly defeated at Gettysburg, and the Union gained total control of the Mississippi River Valley by forcing the surrender of Vicksburg. | ||
b. Britain and France publically stated that recognition and support of the Confederacy was impossible. | ||
c. Stonewall Jackson was mistakenly shot and mortally wounded by his own men. | ||
d. The city of Richmond surrendered to General George McClellan. |
a. President Johnson kept all of Lincoln's Reconstruction policies without making amendments | ||
b. Republican committee of lawmakers toured the South and found the planter class of the pre-war was in power again. | ||
c. President Johnson and Congressman Thaddeus Stevens established an atmosphere of cooperation and compromise. | ||
d. Johnson's policy changes, his personality defects, and his lack of political skills escalated into a political paralysis and Constitutional crisis. |
a. Northern Republicans turned their interests toward business and away from civil rights and is reflected in the Compromise of 1877. | ||
b. Violent suppression of black suffrage, destruction of the Southern Republican Party, and establishing "Jim Crow" laws became the operational objectives of Redeemers. | ||
c. Redeemers revised history to define the Civil War as a great "Lost Cause" and Reconstruction as forced racial mixing and the destruction of white Southern society by amoral Northerners with help from ex-slaves who proved themselves as sexually aggressive, dull-minded, corrupt, and inferior. | ||
d. Segregation and Jim Crow laws became the law of the land until 1896 when it was ruled unconstitutional with the Plessy v. Ferguson ruling. |
a. He turned decisively in favor of support of the Freedmen's Bureau and greater educational opportunities for former slaves. | ||
b. He ordered Federal troops to protect Freedmen and Republicans by aggressively crushing terrorist organizations like the KKK. | ||
c. His caustic personality alienated him from the press and the public reacted by voting against every congressmen he supported in 1866 election fall to Radical Republicans, thus giving Radicals a veto-proof Congress. | ||
d. He met with ex-Confederates and discussed the possibility of succeeding from the Union due to his disdain for Congressional Republicans. |
a. Public lynching of African American men became so common that during the 1890s the annual average of reached roughly 180 -190 victims per year. | ||
b. Racism and segregation existed outside the South, but not with the open legal support as it had in the South. | ||
c. By 1915, D.W. Griffith produced a film depicting the Civil War - Reconstruction era that glamorized the Southern whites, vilified abolitionists, portrayed African American men as sexual predators and intellectually inferior to whites. In "Birth of a Nation" (based on the novel, The Klansman) Griffith featured the Ku Klux Klan as the heroes of white women and saviors of the South. | ||
d. All of the above |
a. African Americans, Mexican Americans, Native Americans, European immigrants, and Jewish immigrants from the Middle East | ||
b. African Americans, Mexican Americans, Native Americans, immigrant ranchers from the war in Argentina, and immigrant hotel operators from India | ||
c. African Americans, Mexican Americans, Native Americans, European immigrants, and Chinese immigrants | ||
d. African Americans, Mexican Americans, Native Americans, European immigrants, and convicts released from British prisons and deported to the Western states |
a. Cheyenne | ||
b. Arapaho | ||
c. Cherokee | ||
d. Sioux |
a. Americans were proud of the artists and art representing their own state or section of the country. | ||
b. Both writers and artists gained little or no prestige due to the continued influence of European art. | ||
c. Mark Twain, known for biting criticism of the Eastern establishment, and painters like Remington and Russell, developed new genres in literature and art. | ||
d. After Frederick Jackson Turner shocked the nation with his thesis that the source of American creativity and vitality, "the frontier," no longer existed, it became difficult to function in the arts. |
a. Little Bighorn, Sand Creek, Wounded Knee, Capture of the Nez Perce | ||
b. Sand Creek, Little Bighorn, Capture of the Nez Perce tribe, Wounded Knee | ||
c. Capture of the Nez Perce, Sand Creek, Little Bighorn, Wounded Knee | ||
d. Sand Creek, Wounded Knee, Capture of the Nez Perce, Little Bighorn |
a. Mining companies | ||
b. Ranchers | ||
c. Farmers | ||
d. Railroads |
a. Mining | ||
b. Corporate cattle ranching | ||
c. Teamsters | ||
d. Tenant farmers |
a. The U.S. implemented a "Concentration Policy" after 1851 that relocated tribes onto specified lands or reservations. | ||
b. The U.S. government and private interests promoted the decimation of the Buffalo from 16 million in 1865 to near extinction by 1875 in order to destroy the primary source of food, shelter, and clothing of tribal groups. | ||
c. The Dawes Act was passed in 1887 with two objectives: first, assimilate Indians into farming and into a social structure based on the family unit and second, replace and undermine all tribal social identity by awarding families 160 acres of tribal lands. | ||
d. All of the above |
a. Abundant natural resources were found and used to create new industries. | ||
b. Immigration provided cheap labor. | ||
c. New technologies were applied to improve industrial output. | ||
d. All of the above |
a. Recreating their ethnic town as an ethnic neighborhood and joining ethnic related church or religious organization | ||
b. Joining the United States armed forces to become citizens | ||
c. Passing laws in their neighborhood to maintain ethnic and religious identities | ||
d. None of the above |
a. Advocates of reform | ||
b. Developers of trusts and cutthroat competition | ||
c. Leaders of the first labor unions | ||
d. Advocates of government regulation of trusts |
a. The Soul Train | ||
b. The Great Escape | ||
c. The Great Migration | ||
d. Exodus out of Egypt |
a. Both were set on overturning the economic establishment in the name of the workers. | ||
b. They were divided over the issue of using the strike to gain advantages or to redress the actions of corporate greed. | ||
c. They opposed each other on matters of admitting people of color, unskilled workers, and women. | ||
d. They were in agreement on the need for violence to obtain their objectives. |
a. Use cheap and efficient railway or subway systems | ||
b. Spend leisure time at baseball parks or at vaudeville theaters | ||
c. Travel to various stores and shops | ||
d. All of the above |
a. Immigrants tended to represent the wealthier and better educated skilled laborers from Western Europe. | ||
b. Immigrants were from Eastern and Southern Asia. | ||
c. Immigrants were very poor and uneducated families from Roman Catholic, Eastern Orthodox, and Jewish backgrounds who did not speak English. | ||
d. Irish and German immigrants again became the primary source of ethnic immigration to America. |
a. The IWW | ||
b. The AFL | ||
c. The Brotherhood of Railway Workers | ||
d. The Knights of Labor |
a. The IWW | ||
b. The AFL | ||
c. The Brotherhood of Railway Workers | ||
d. The Knights of Labor | ||
e. The Knights were blamed for the bombing that killed President Garfield. | ||
f. The Knights were blamed for the bombing that killed several police officers during the Haymarket Riot in Chicago in 1886. | ||
g. The Knights were charged for setting the great Chicago Fire due to the presence of anarchists in the organization. | ||
h. Members of the Knights split on the issue of accepting African Americans for membership in the organization at their Chicago office. |
a. Condominium and shopping strip | ||
b. Apartments and modern aqueducts | ||
c. Tenements and skyscrapers | ||
d. Skyscrapers and condominiums |
a. Immigrants tended to fear settling in rural areas. | ||
b. Industrialists were being practical when they located factories next to the large labor source that cities provided. | ||
c. Immigrant workers were without transportation, so factories were located within walking distance. | ||
d. Cities tended to attract all the highly skilled workers that composed the base of factory labor. |
a. Jacob Riis | ||
b. Terence V. Powderly | ||
c. Samuel Gompers | ||
d. Eugene V. Debs |
a. They faced economic disruption and depression in the old world. | ||
b. Some faced religious persecution and discrimination in the old world. | ||
c. Some faced a lack of marriage prospects in the old world. | ||
d. All of the above |
a. Taft encouraged American investment in foreign markets in order to increase American influence abroad. | ||
b. Taft called for the investment of money in foreign markets in which the U.S. had strategic interests: the Far East and the Panama Canal region. | ||
c. Taft's "Dollar Diplomacy" encouraged American corporate investment in foreign markets in order to increase in American influence abroad, provide financial stability in Latin America, and win both foreign and domestic support for his administration's foreign policy agenda. | ||
d. All of the above | ||
e. Because he wanted a more aggressive policy regarding Latin America | ||
f. Because he believed Roosevelt/Taft policies bred dislike of the U.S. | ||
g. Because he sought to make strong alliances with Great Britain | ||
h. Because he believed it was "moral diplomacy" regarding the invasion of Mexico to start a democratic revolution |
a. Irish immigrants and native born Protestants | ||
b. Native Americans who were still angry over the Dawes Act and blacks who lost veterans' benefits after serving as Buffalo Soldiers | ||
c. Black farmers and white farmers | ||
d. Southern farmers and Eastern industrial elites |
a. It is futile for the American military to improve the quality of life for people of color through military occupation. | ||
b. After the U.S. threw out Spain, all people, no matter their race or color, proved themselves equal to whites in the development of democratic governments and stable societies. | ||
c. The artist, like many others like him, believed that it was the burden and responsibility of white Americans and Europeans to civilize the inferior foreign peoples. | ||
d. The artist shows that dressing for success is as important in foreign business as it is in American business. |
a. Issue silver currency to cause inflation, provide government warehouses for crops to help with crop prices, regulate bank mortgages, and regulate railroad rates. | ||
b. Provide higher tariffs to choke off foreign competition with manufactured goods. | ||
c. Demand that the economy be based on a gold standard. | ||
d. All of the above |
a. Yellow journalists sensationalized news reports, and William Randolph Hurst exaggerated an alleged affair that President McKinley had with Maria De Lome, wife of the Spanish ambassador. | ||
b. The "Maine" blew up in Havana Harbor, and Mexican saboteurs claimed responsibility. | ||
c. The U.S. took possession of the Philippines, and the U.S. fought a bloody guerrilla war in the Philippines. | ||
d. Cuba resisted American intervention, and violence led America toward war with Germany. |
a. It was a strategic need for the U.S. Navy to reduce the time needed to connect fleets in the Atlantic and Pacific Oceans. | ||
b. It was a symbol of U.S. domination of the Americas. | ||
c. It would supply Panamanians with good jobs that would keep that population occupied and out of trouble. | ||
d. It would infuse American dollars into Panama's economy and provide stability to investors. |
a. Wilson's policies were considered too idealistic. | ||
b. Wilson actively intervened in the Caribbean and violated Mexican sovereignty on at least two occasions. | ||
c. Wilson ordered more military intervention in Latin America than all previous U.S. presidents combined. | ||
d. All of the above |
a. William Jennings Brian defeated McKinley, and the nation moved to the silver standard. | ||
b. William McKinley defeated William Jennings Brian, and national policy turned toward imperialism. | ||
c. Teddy Roosevelt defeated William McKinley, and the nation turned toward isolationism. | ||
d. Teddy Roosevelt defeated William Jennings Brian and the nation moved to the gold standard. |
a. Wilson's foreign policy provided support only to those nations who sought independence from imperialist domination through violent overthrow and Communist support. | ||
b. Wilson's foreign policy approved support for any nation that passed laws prohibiting the exportation of alcohol to the United States. | ||
c. Wilson's foreign policy sought to identify nations that shared common goals and values with the U.S. such as the belief in democratic government. | ||
d. Wilson's foreign policy supported nations that had effectively ended child labor. |
a. Moral diplomacy | ||
b. Big Stick | ||
c. Corollary to the Monroe Doctrine | ||
d. Panama Canal |
a. Taft encouraged American investment in foreign markets in order to increase American influence abroad. | ||
b. Taft called for the investment of money in foreign markets in which the U.S. had strategic interests: the Far East and the Panama Canal region. | ||
c. Taft's "Dollar Diplomacy" encouraged American corporate investment in foreign markets in order to increase in American influence abroad, provide financial stability in Latin America, and win both foreign and domestic support for his administration's foreign policy agenda. | ||
d. All of the above |
a. Jack Johnson and W.E.B. Dubois | ||
b. Malcolm W. and Marcus Garvey | ||
c. Booker T. Washington and W.E.B. Dubois | ||
d. Booker T. Washington and Frederick Douglass |
a. The protectors are on deck and have fallen asleep. | ||
b. The industrialists who control trusts (complete monopolies) in the various industries pay different wages in each industry. | ||
c. The majority work hard for very little to support a minority who amassed vast wealth. | ||
d. The free enterprise system allows lowly workers to rise and become fat man on the top. |
a. Roosevelt and the Progressives | ||
b. The socialist faction of the party led by Eugene V. Debs | ||
c. The religious faction led by Washington Gladden | ||
d. Women suffrage and civil rights organizations |
a. Plotting to bomb Haymarket Square | ||
b. Holding their first convention and establishing their agenda with the needs of workers first | ||
c. Pursuing a policy of compromise on behalf of all workers | ||
d. Reforming and saving capitalism |
a. Birth Control Movement | ||
b. Women's Suffrage Movement | ||
c. Settlement House Movement | ||
d. Temperance Movement |
a. Companies blacklisting union members | ||
b. Companies hiring scabs to work the jobs of striking workers | ||
c. Strikebreaking and "vigilantism" | ||
d. All of the above |
a. It supported civil rights issues for African Americans. | ||
b. It provided more opportunity for African Americans than any other political mass movement. | ||
c. It ignored the issue of civil rights due to the controversy it generated. | ||
d. It clearly opposed all calls for civil rights based on free market and Christian values. |
a. Pursuing a course toward trust-busting providing labor arbitration through the White House | ||
b. Supporting big business elites | ||
c. Maintaining a no-change to provide stability in a turbulent era | ||
d. Deporting all radical organizations from America |
a. College or post-graduate training was not required for licensure, and requirements to pass a qualifying exam for licensure did not exist. | ||
b. Universities set requirements for improvements, quality standards, and pay for the professional organizations and trades. | ||
c. Eugene V. Debs and other socialist labor organizers fought to convince professional organizations to reject overtures from capitalists and use of American business as their organizational model. | ||
d. Industrialists and financiers influenced legislation to frustrate the organization of any group representing any potential opposition to themselves or the insurance industry. |
a. Social Gospel clergy and muckraker journalists | ||
b. Police, firefighters, and city commissioners | ||
c. Social workers and educators | ||
d. All of the above |
a. Increasing protective tariffs | ||
b. Establishing land and resource conservation and a Pure Food and Drug Act | ||
c. Requiring personal identity cards for all undocumented workers | ||
d. Promoting the idea that big government cannot be trusted |
a. Industrialism | ||
b. Urbanization | ||
c. Waste and political corruption | ||
d. Lack of fossil fuel and a failed highway system |
a. Reforming government with the establishment of the commission form of government | ||
b. Replacing the urban political machines that bread corruption | ||
c. Improving the physical urban environment with "The City Beautiful" Movement | ||
d. None of the above |
a. Entry into World War I undermined many basic assumptions about the goodness of human nature. | ||
b. Wilson turned the war into another great challenge for progressives. | ||
c. A new generation became tired of decades of reform. | ||
d. All of the above |
a. Florida | ||
b. New Mexico | ||
c. Wisconsin | ||
d. Minnesota |
a. Florida | ||
b. New Mexico | ||
c. Wisconsin | ||
d. Minnesota | ||
e. McKinley, Taft, and Harding | ||
f. Roosevelt, Taft, and Wilson | ||
g. Taft, Debs, and Wilson | ||
h. Roosevelt, LaFollette, and Carnegie |
a. Opposing child labor laws | ||
b. Continuing progressive reform in support of organized labor, bank reforms, and reforms in the financial system and women's suffrage | ||
c. Providing finances to J.P. Morgan to invest and stimulate job growth | ||
d. Pushing for civil rights and publicly stating disgust over the lynching of African Americans |
a. Use open-ended questions or topics designed to stimulate discussion; these questions tend to be broader than interview questions. | ||
b. Compare adult life expectancies in one location with another. Example: The average life expectancy of an adult male in Virginia in 1650 was 48 years of age. The average life expectancy of an adult male in Massachusetts Bay Colony in 1650 was 71 years of age. | ||
c. Gather data by observations, interviews, or focus groups. | ||
d. Employ the use of various non-statistical methods. |
a. Using U.S. Census to compare high school graduation rates among two or more population groups | ||
b. Gathering data from written documents and through case studies | ||
c. Involving smaller numbers of respondents | ||
d. Placing less emphasis on counting numbers of people who think or behave in certain ways and more emphasis on explaining why people think and behave in certain ways |
a. Pieces of information that can be counted mathematically. | ||
b. Ethnographic interviews with a specific population. | ||
c. Existing databases. | ||
d. Statistical analysis. |
a. Recognize an historical problem or identify a need for certain historical knowledge. | ||
b. Gather as much relevant information about the problem or topic as possible. | ||
c. Select, organize, and analyze the most relevant evidence collected, and then draw conclusions. | ||
d. All of the above |
a. Students will generally passively listen to lectures and follow a curriculum. | ||
b. Students work together in small groups and learn from each other as well as from the instructor. | ||
c. Both learning objectives and learning activities must be relevant to the student and their world. | ||
d. Understanding of content is socially constructed through conversations, by social interactions about specific learning outcomes, and through seeking solutions to task-oriented problems. |
a. Class discussions are encouraged through an online learning system such as Angel, Blackboard, Moodle, or Sakai. | ||
b. Instructors prioritize the development of independent learning activities in order to promote self-reliance and personal responsibility. | ||
c. Instructors plan for scavenger hunts that depend on group interaction and social networking. | ||
d. We assume that humans are social creatures, so our understanding of content is socially constructed through conversations about that content, especially with others when focused around problems or actions. |
a. Historians use both quantitative and qualitative sources. | ||
b. Historians must consider the costs of doing research. | ||
c. Historians stick to an ethical code | ||
d. All of the above |