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AP U.S. History Period 3 Multiple Choice Questions

Questions 1.1-1.4 refer to the excerpt below.

“The other matter, just now hinted at and which I proposed in my last to join you in attempting to secure some of the most valuable Lands in the King's part which I think may be accomplished after a while notwithstanding the Proclamation that restrains it at present and prohibits the Settling of them at all for I can never look upon that Proclamation in any other light (but this I say between ourselves) than as a temporary expedient to quiet the Minds of the Indians and must fall of course in a few years especially when those Indians are consenting to our Occupying the Lands. Any person therefore who neglects the present opportunity of hunting out good Lands and in some measure marking and distinguishing them for their own (in order to keep others from settling them) will never regain it, if therefore you will be at the trouble of seeking out the Lands I will take upon me the part of securing them so soon as there is a possibility of doing it and will moreover be at all the Cost and charges of Surveying and Patenting &c. after which you shall have such a reasonable proportion of the whole as we may fix upon at our first meeting as I shall find it absolutely necessary and convenient for the better furthering of the design to let some few of my friends be concerned in the Scheme and who must also partake of the advantages.”

--Letter from George Washington to his friend William Crawford, September 21, 1767

1.1Which of the following developments from the British colonial era is the above excerpt most directly responding to?

(A) Americans embraced the ideal of expanding westward to the Pacific Ocean.(B) American Indians staged raids on British colonies in New England and

Virginia.(C)The British king barred colonists from expanding further westward.(D)Colonists decided to wage a war for independence from the British throne.

Answer: CFeedback: Washington references the Proclamation of 1763, a British decree that forbade colonial settlers to expand westward beyond the Appalachian Mountains. Learning Objective: POL-1Historical Thinking Skill: Historical CausationHistorical Thinking Skill: ContextualizationKey Concept: 3.1.IStimuli: yes

1.2Which of the following best describes U.S.–American Indian relations during the 1800s, which can best be seen as an extension of views as reflected in the above letter?

(A) American Indians’ continual violation of agreements with European and American governments led to constant conflict.

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(B) Americans showed a willingness to ignore treaties with American Indians to gain control of valuable land.

(C)Colonists and later Americans both worked to protect the natural resources found on traditional tribal lands.

(D)Tensions between Americans and American Indians stemmed from the two groups' refusal to recognize each other's authority.

Answer: BFeedback: From the earliest contact between Europeans and American Indians, Europeans, in particular, the English, forcibly seized valuable economic resources, including land, from the tribes that controlled them. This theme underlay U.S.-American Indian relations throughout the 1800s.Learning Objective: ENV-4Historical Thinking Skill: Patterns of Continuity and Change over TimeKey Concept: 3.1.IStimuli: yes

1.3The above letter best demonstrates which of the following regarding American colonial relations with the British Crown by the mid-1700s?

(A) The colonists were eager to obtain land and resources on behalf of the British government.

(B) The colonists wanted to reject the new taxes levied on them by the British government.

(C)With British help, Virginians hoped to force American Indians living in their colony to resettle in the Northwest Territory.

(D)The colonists had little interest in following British laws that opposed their own interests.

Answer: DFeedback: In this letter, Washington discusses his plans for engaging in profitable land speculation on lands formally barred to colonial settlement. These sentiments clearly presage the colonial decision to reject British authority of their affairs just a decade later.Learning Objective: POL-1Historical Thinking Skill: ContextualizationHistorical Thinking Skill: Historical CausationKey Concept: 3.1.IStimuli: yes

1.4Which of the following best describes the British government’s reasoning for its actions referenced in Washington’s letter above?

(A) The British king was reluctant to pay American Indians for the lands the colonists wished to settle.

(B) For reasons of military expense and preservation of trade and land speculation for itself, it wanted to control westward expansion instead of allowing the provincial colonial governments to have control.

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(C) The British government wanted to control the regional tensions between colonists of the established coastal regions and those of the isolated “backcountry.”

(D) The British government came to be more sympathetic to American Indian needs, upon appointment of British governors to specifically manage Indian affairs.

Answer: BFeedback: With the Proclamation of 1763, the British had several reasons for wanting to control westward expansion. First, they wanted to minimize conflict with the American Indians, which was endangering trade as well as costing money militarily. The British also wanted to slow the population loss from the coastal colonies, where England’s important markets and investments were. Additionally, England wanted to reserve profit from land speculation and fur trading in the western lands for British businessmen, rather than for the colonist.Learning Objective: POL-1Historical Thinking Skill: ContextualizationHistorical Thinking Skill: Historical CausationKey Concept: 3.1.IStimuli: yes


“An act for the better regulating the government of the province of the Massachusetts’s Bay, in New England.

I. …Be it therefore enacted by the King’s most excellent Majesty … That from and after the first day of August, one thousand seven hundred and seventy-four, so much of the charter, granted … to the inhabitants of the said province of the Massachusetts’s Bay… be revoked, and is hereby revoked and made void and of none effect; …And that … the council, or court of assistants of the said province … shall be thereunto nominated and appointed by his Majesty, II. And it is hereby further enacted, That the said assistants or counsellors, so to be appointed as aforesaid, shall hold their offices respectively, for and during the pleasure of his Majesty … III. And be it further enacted by the authority aforesaid, … it shall and may be lawful for his Majesty’s governor … to nominate and appoint, … and also to remove, without the consent of the council, all judges of the inferior courts of common pleas, commissioners of Oyer and Terminer, the attorney general, provosts, marshals, justices of the peace, and other officers to the council or courts of justice belonging …VIII. And whereas the method at present used in the province of Massachusetts’s Bay in America, of electing persons to serve on grand juries, and other juries, by the freeholders and inhabitants of the several towns, affords occasion for many evil practices, and tends to pervert the free and impartial administration of justice: for remedy whereof … the jurors to serve at the superior courts of judicature, courts of assize, general gaol [jail] delivery, general sessions of the peace, and inferior court

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of common pleas, in the several counties within the said province … shall be summoned and returned by the sheriffs of the respective counties …”

-- Massachusetts Government Act (one of the so-called Intolerable or Coercive Acts)

2.1Which of the following best describes the effect of laws such as that above on how a broad number of American colonists’ came to view themselves in relation to the British?

(A) They reinforced colonists' status as subjects to the authority of the monarch.(B) They undermined revolutionary sentiments of colonists by showing the futility

of rebellion.(C)They lessened regional and class divisions as colonists saw themselves as

united Americans.(D)They moved many colonists to define themselves in opposition to the British

government.

Answer: DFeedback: Far from helping the British regain control over their American subjects, the Intolerable or Coercive Acts united the colonial populace both near and far from Boston to resist the British government and economy.Learning Objective: ID-1Historical Thinking Skill: ContextualizationKey Concept: 3.1.IIStimuli: yes

2.2Which of the following developments in British-American colonial relations most immediately led to the writing of the above document?

(A) Many American colonists sought to directly resist British political authority.(B) Colonists loyal to the British crown fled from the rebellious America to

Canada.(C)Patriot leaders signed a formal declaration of independence from Great

Britain.(D)Britain fought an expensive war in North America to protect its colonial

interests.

Answer: AFeedback: The Intolerance or Coercive Acts were passed by the British government in response to the provocation of the Boston Tea Party. These acts attempted to re-impose strict British control over the affairs of the American colonies.Learning Objective: POL-1Historical Thinking Skill: Historical CausationKey Concept: 3.1.IIStimuli: yes

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2.3Which of the following ideals most justified in many American colonists’ view their general political response to laws such as those above?

(A) Separation of religious affairs from political management (B) Rule by the people, under a republican government (C)Establishment of a social contract to justify rule by a single authority(D)Belief in the value of human reason over superstition

Answer: BFeedback: Enlightenment thinkers argued for the ability of individuals to manage their own affairs through the power of reason. The movement's ideals of a more republican government in which the people were entitled to a say over the management of their political affairs was a strong influence on the colonists who chose to declare independence from Great Britain in the wake of laws and policies they believed untenable.Learning Objective: CUL-4Historical Thinking Skill: ContextualizationKey Concept: 3.1.IIStimuli: yes

2.4Which of the following best describes the British perspective in its relations with the American colonies by the latter half of the eighteenth century?

(A) Britain thought direct taxation was a valid source of revenue for wartime, but the American colonists believed spoils should pay for war.

(B) Britain felt threatened, believing that the American colonists had intentions of developing an imperial government to compete globally.

(C)Britain saw the American colonies as a typical part of its empire, and the colonists had gotten too used to provincial self-government.

(D)Americans believed that free trade should exist among all regions of North America, but Britain wished to limit trade.

Answer: CFeedback: With the colonies exhibiting discontent at the taxes imposed on them by the British government in which they had no say, Britain passed a series of laws aimed at quelling resistance. The British government believed that its legal standing as the ruler of the colonies gave it the right to impose such strictures. The colonists, however, disagreed, because they had come to value the relative independence Britain had given them with provincial colonial rule.Learning Objective: POL-1Historical Thinking Skill: ComparisonHistorical Thinking Skill: ContextualizationKey Concept: 3.1.IIStimuli: yes

2.5Laws like that above were long-term consequences of events related to which of the following?

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(A) Britain needed Americans to help pay the debts of the Seven Years’ War as well as military expenses for defending the colonists against American Indians.

(B) Britain needed to exert political control over the colonists in order to rebuild its imperial army after several imperialistic wars.

(C)Britain hoped to win the allegiance of the colonies from its European rivals in North America.

(D)Britain failed to develop as many colonies around the world for commerce and taxation as its imperial rivals had.

Answer: AFeedback: The British government had accrued massive debts in fighting the Seven Years' War. In order to generate revenue to offset these debts, the British government considered it fair that the colonists who had benefitted from the conflict against France should help pay for the costs through taxes.Learning Objective: POL-1Historical Thinking Skill: ContextualizationHistorical Thinking Skill: Historical CausationKey Concept: 3.1.IIStimuli: yes


“I congratulate you on the successes of our two allies. Those of the Hollanders are new, and therefore pleasing. It proves there is a god in heaven, and that he will not slumber without end on the iniquities of tyrants, or would-be tyrants, as their Stadtholder [political leader]. This ball of liberty, I believe most piously, is now so well in motion that it will roll round the globe, at least the enlightened part of it, for light & liberty go together. It is our glory that we first put it into motion, & our happiness that being foremost we had no bad examples to follow. What a tremendous obstacle to the future attempts at liberty will be the atrocities of Robespierre!”

-- Letter from Thomas Jefferson to Tench Coxe, June 1, 1795

3.1Based on the above excerpt, with which of the following statements would Thomas Jefferson most likely agree?

(A) The U.S. government should form a military alliance with the Netherlands and France.

(B) American democratic ideals should be spread as an inspiration for people around the world.

(C)U.S. soldiers should try to overthrow the new French government.(D)Americans should actively make efforts to replace tyrannical governments

around the world.

Answer: B

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Feedback: America’s war for independence set a precedent for people around the world to overthrow the governments that they believed to be oppressive and tyrannical. Among the democratic movements that followed soon after were those in France, the Netherlands, and Haiti.Learning Objective: WOR-2Historical Thinking Skill: Appropriate Use of Relevant Historical EvidenceKey Concept: 3.2.IIIStimuli: yes

3.2According to the above excerpt, the American Declaration of Independence and subsequent victory in the war of independence most directly led to

(A) the overthrow of absolute monarchical systems of government throughout Europe(B) the spread of Enlightenment ideals throughout the Atlantic World(C) the United States being seen as a power nation with the most coveted form

of government(D) a movement towards political self-determination in several other nations

Answer: DFeedback: The Enlightenment actually affected the political attitudes of Jefferson and the other founders, so it was widespread throughout the Atlantic World by the time of the American Revolution. What the successful war of independence did was to show other nations that the people could affect political self-determination – and be successful. The American Revolution inspired revolutions in France, Haiti, and several Latin American countries.Learning Objective: WOR-2Historical Thinking Skill: Historical CausationHistorical Thinking Skill: ContextualizationKey Concept: 3.2.IIIStimuli: yes

3.3Which of the following visions from colonial America is most echoed in Jefferson’s expression of his vision of America in the above excerpt?

(A) A colonial vision of establishing religious freedom and laws made by a representative assembly of the people.

(B) The vision of establishing a place where impoverished English immigrants could start anew as the farmer-soldier

(C) The Carolina colony’s vision of a utopian society with a well-planned system of land distribution and social order.

(D) The Puritans’ view of establishing a commonwealth of holiness to serve as a model for the world.

Answer: DFeedback: Jefferson’s description of the establishment of America and its war for independence as a “ball of liberty” to “roll round the globe,” together with his relating it to “light” echoes sentiments of the Massachusetts Puritan colonists ideal of their colony as a holy “city on a hill” to serve as a beacon to the rest of the world.

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Learning Objective: CUL-4Historical Thinking Skill: Patterns of Continuity and Change over TimeHistorical Thinking Skill: Appropriate Use of Relevant Historical EvidenceKey Concept: 3.2.IKey Concept: 2.1.IIIStimuli: yes

3.4Which of the following best describes the effect of European events and actions on political life in the newly established United States?

(A) European actions and events affecting the new U.S. served to unite the political factions against a common enemy.

(B) The new U.S. government employed a policy of strict isolationism, mostly ignoring European actions, even when such actions affected U.S. trade or were actions against American citizens.

(C) The conflicts and actions of Europe created deep political divisions in America regarding foreign policy, further entrenching the opposing political parties.

(D) The Federalist and Republican parties, despite disputes regarding domestic policy, united regarding foreign policy—mostly in support of France, against other nations, due to a sense of connection arising from the colonial war for independence inspiring the French Revolution.

Answer: CFeedback: Actions of European countries, such as the British seizure of hundreds of U.S. vessels engaged in trade with French colonies during Britain’s war with France following the French Revolution, heightened the divisions between political groups as they debated foreign policy, further entrenching the political parties—in this case, the Federalists and the Jeffersonian Republicans. Federalist interests generally placed them more in support of the British, while the Republicans were generally pro-French.Learning Objective: POL-2Historical Thinking Skill: Historical CausationHistorical Thinking Skill: ContextualizationKey Concept: 3.1.IIIStimuli: yes

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Questions 4.1-4.4 refer to the graph below.

Alexander Hamilton’s Financial Plan for the United States Government, 1790

4.1The above graphic best reflects which of the following groups’ economic goals for the newly formed United States?

(A) Those who argued that the new Constitution should require a balanced federal budget.

(B) Those who wanted to abolish all internal taxation. (C)Those who argued for a centralized national economic policy.(D)Those who argued against a national bank.

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Answer: CFeedback: Hamilton's economic plan established a vision for the young United States of a wealthy nation with industrial and commercial components. To achieve this, Hamilton designed a system that rested on a firm federal economic policy. Learning Objective: WXT-6Historical Thinking Skill: ContextualizationKey Concept: 3.2.IIStimuli: yes

4.2Enactment of the financial construct represented in the above graphic reflects which viewpoint in the debates within the newly formed United States over interpretation of the Constitution?

(A) Those who argued that Congress could not exercise powers which the Constitution did not explicitly enumerate.

(B) Those who argued for strict interpretation of the Constitution(C) Those who argued that the Constitution allowed for broader powers of

Congress by implication(D) Those who argued that the Constitution was vague in outlining the powers of Congress

Answer: CFeedback: Hamilton and his supporters arguing for a strong centralized government—which Hamilton’s financial plan was designed to do--supported a broader interpretation of the Constitution, arguing that the Constitution implied certain powers of Congress, particularly due to the clause stating that Congress could make all laws “necessary and proper” to carrying out its duties.Learning Objective: POL-5Historical Thinking Skill: ContextualizationKey Concept: 3.2.IIStimuli: yes

4.3Which of the following best describes the reasoning behind the financial construct adopted by the early U.S. government shown in the above graphic?

(A) The wealthy lenders who would fund the national debt would have a direct interest in a strong and successful national government.

(B) Early Republican lawmakers were reluctant to enact any kind of direct or indirect taxes.

(C)Congress did not consider long-term economic investment to be in the nation's best interests.

(D)States were eager to turn over the management of their affairs to the central federal government.

Answer: AFeedback: Hamilton and the Federalists believed that maintaining a standing national debt would encourage wealthy citizen engagement in the government's

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success. These citizens, Hamilton reasoned, would be the ones who lent the government money and, therefore, would have a stake in its repayment. Hamilton’s financial plan reflected his view that a successful nation required a strong centralized government of an enlightened ruling class. Thus, the wealthy and powerful were necessary, and he wanted to give them a stake in the government succeeding.Learning Objective: WXT-6Historical Thinking Skill: ContextualizationKey Concept: 3.2.IIStimuli: yes

4.4Which of the following was a significant political development which can be most attributed to the enactment of the full financial program partly represented in the above graphic?

(A) Speculators in U.S. bonds lost money.(B) Formal political parties organized in opposition emerged.(C)The Constitution was amended to allow for political parties.(D)The Supreme Court’s power of judicial review was instituted.

Answer: BFeedback: With the establishment of a national bank—the last portion of Hamilton’s financial program—the Jeffersonian republicans felt that they needed to organize equally to meet the network of “interested and overbearing majority” Hamilton and his supporters had created during the process of implementing Hamilton’s program and beyond. Learning Objective: POL-2Historical Thinking Skill: Historical CausationKey Concept: 3.3.IIIStimuli: yes

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Questions 5.1-5.4 refer to the map below.

The Ordinance of 1785

5.1Which of the following best explains why the special assignment of Section 16 of each township in the Ordinance of 1785 could be viewed as a turning point in American history?

(A) It set a precedent for U.S. federal support for public education.(B) It provided for the assimilation of American Indians through reservation

schools.

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(C) It created the first formally operated schools in North America.(D)It established that all U.S. residents had access to public education.

Answer: AFeedback: By designating one area of each township organized under the Ordinance, the U.S. federal government, for the first time, created a federal system to support public education. Over time, the notions of federal government in local affairs and of public support for personal betterment through education became mainstays in U.S. policy and identity.Learning Objective: POL-1Historical Thinking Skill: PeriodizationKey Concept: 3.3.IIStimuli: yes

5.2Which of the following best expresses a continuing dilemma from the colonial times, which was not addressed by the plan represented in the above graphic?

(A) States' rights v. federal powers(B) Individual liberty v. collective security(C)Coastal elites v. backcountry farmers(D)Westward expansion v. tribal land rights

Answer: DFeedback: The U.S. drive for westward expansion dated back to the colonial era, when settlers sparred with American Indians for control of the frontier. Over the following decades, white settlers continued to push into American Indian lands with little attention to American Indian land claims beyond poorly observed treaties.Learning Objective: POL-1Historical Thinking Skill: Patterns of Continuity and Change over TimeKey Concept: 3.3.IIStimuli: yes

5.3Which of the following best describes a continuing pattern from colonial times well into the mid-nineteenth century regarding U.S.-American Indian relations?

(A) After a series of frontier wars between tribes and settlers, the American Indian was assimilated into the white community.

(B) After a series of violent battles, the American Indians eventually ceded substantial new lands.

(C)The American Indians in the western lands experienced growing profit from trade with white settlers.

(D)The balance of power among tribes was upset due to varying treaties with the U.S. government.

Answer: BFeedback: Lands in the Northwest Territory were already claimed by many American Indian tribes. Although the groups tried to manage control of the lands peacefully through several treaties, competition for the lands ultimately led to

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violent conflicts that forced American Indians to cede substantial lands to the whites.Learning Objective: PEO-4Historical Thinking Skill: Historical CausationHistorical Thinking Skill: ContextualizationKey Concept: 3.3.IIStimuli: yes

5.4Which of the following competing aspects in American political ideology immediately following the war for independence is best reflected by the plan in the above graphic?

(A) A citizenry sharing plots of property(B) A citizenry consisting of independent property owners(C)An inherited stratified social order(D)A general citizenry making up a sizeable labor force, dependent on a wealthy elite class

Answer: BFeedback: The Ordinance of 1785 drawn up by Jefferson reflected his vision of American democracy—mostly agrarian, consisting of an enlightened citizenry of small property owners or farmers.Learning Objective: ID-1Historical Thinking Skill: Appropriate Use of Relevant Historical EvidenceHistorical Thinking Skill: SynthesisKey Concept: 3.2.IStimuli: yes


“A philosopher once said, ‘Let me make all the ballads of a country and I care not who makes its laws.’ He might with more propriety have said, let the ladies of a country be educated properly, and they will not only make and administer its laws, but form its manners and character. ...The influence of female education would be still more extensive and useful in domestic life. ...Children would discover the marks of maternal prudence and wisdom in every station of life; for it has been remarked that there have been few great or good men who have not been blessed with wise and prudent mothers.”

--Benjamin Rush, physician, educator, and writer,Essays: Literary, Moral, and Philosophical, published in 1798

6.1Which of the following mid-nineteenth century American conceptions of womanhood is a direct derivative of ideals like those summarized in the above excerpt?

(A) Women’s suffrage as essential to American democracy

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(B) Progressive emphasis on limiting work hours for women and children, allowing for domestic time

(C)Emphasis among the middle class on the role of women as guardians of benevolence and moral instruction

(D)Emphasis on women working both in the home and outside of the home to spread their societal influence

Answer: CFeedback: Some women had been involved in the colonial push for independence, and after the revolution their efforts, along with changing ideas about women's abilities, brought about a philosophy of "republican motherhood." This notion of women as moral guideposts who instilled republican virtues in their household flowered fully later in the 1800s with the rise of the cult of domesticity.Learning Objective: CUL-2Historical Thinking Skill: Patterns of Continuity and Change over TimeKey Concept: 3.3.IIIStimuli: yes

6.2The ideal of womanhood promoted after the war for independence in America and as echoed in the above excerpt can be seen as a turning point in women’s history in which of the following ways?

(A) Women gained some political influence.(B) Women gave up political and legal rights gained during the war.(C)More women became the household’s primary income-earner.(D)They gained equal social and political standing with propertied men.

Answer: AFeedback: Prior to the war for independence, American women had been essentially excluded from the political sector. The notion of women as republican and moral educators, shaping civic virtue, however, gave them a role, whether patronizing or not, in the political sphere and a new respect.Learning Objective: CUL-2Historical Thinking Skill: PeriodizationKey Concept: 3.3.IIIStimuli: yes

6.3Which of the following most contributed to the rise of the ideals as expressed in the above excerpt?

(A) Sentimentality toward and mimicking of traditional English aristocratic views of women

(B) The Enlightenment ideal of natural rights (C)Entrance of women into reform movements such as abolitionism(D)Cultural diffusion of social ideas arising from increased trade around the

world

Answer: B

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Feedback: Enlightenment ideals began to challenge the notion of a traditional social and political hierarchy. The spread of these ideas encouraged debate on whether women's intellectual and moral abilities were greater than previously assumed by intellectual men, setting the stage for the rise of the philosophy of "republican motherhood" outlined here.Learning Objective: CUL-2Historical Thinking Skill: Historical CausationHistorical Thinking Skill: ContextualizationKey Concept: 3.3.IIIStimuli: yes

6.4Which of the following best expresses the rationale for ideals such as that expressed in the above excerpt during the late 1700s and early 1800s in America?

(A) Education for women was essential, if America was to establish its own literary and artistic culture.

(B) Educated women were necessary to raising an informed and self-reliant citizenry imbued with the civic virtue upon which the envisioned republican form of American democracy relied.

(C) Education of women was necessary, if religious traditionalism was to survive the onslaught of Enlightenment rationalism.

(D) Educated women were necessary to help spur the nation into an industrial revolution to compete economically with England.

Answer: BFeedback: The Republican vision for America required an enlightened and virtuous citizenry, and as the idea of the “republican mother” contributing to the training of the new generation took hold, then, it was reasoned, women needed to be educated in order to carry out their role effectively. Learning Objective: CUL-2Historical Thinking Skill: ContextualizationKey Concept: 3.3.IIIStimuli: yes


“In contemplating the causes which may disturb our Union, it occurs as matter of serious concern that any ground should have been furnished for characterizing parties by geographical discriminations, Northern and Southern, Atlantic and Western; whence designing men may endeavor to excite a belief that there is a real difference of local interests and views. One of the expedients of party to acquire influence within particular districts is to misrepresent the opinions and aims of other districts. You cannot shield yourselves too much against the jealousies and heartburnings which spring from these misrepresentations; they tend to render alien to each other those who ought to be bound together by fraternal affection. . . . To the efficacy and permanency of your Union, a government for the whole is indispensable. No alliance, however strict, between the parts can be an adequate

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substitute; they must inevitably experience the infractions and interruptions which all alliances in all times have experienced. Sensible of this momentous truth, you have improved upon your first essay, by the adoption of a constitution of government better calculated than your former for an intimate union, and for the efficacious management of your common concerns. This government, the offspring of our own choice, uninfluenced and unawed, adopted upon full investigation and mature deliberation, completely free in its principles, in the distribution of its powers, uniting security with energy, and containing within itself a provision for its own amendment, has a just claim to your confidence and your support. Respect for its authority, compliance with its laws, acquiescence in its measures are duties enjoined by the fundamental maxims of true liberty.”

-- President George Washington’s Farewell Address, 1796

7.1The excerpt is most directly responding to which political development in America in the late 18th century?

(A) Strong diplomatic ties with European countries(B) Securing the loyalties of frontier people in outlying western areas(C)Establishment of tribal sovereignty for Native Americans(D)Partisan rivalries between parties based on geographic and ideological

differences

Answer: DFeedback: The Constitution contained no mention of political parties due to the belief that they were dangerous. Disagreements were bound to arise, but the founders felt such should not lead to permanent factions. However, within a few years of the ratification of the Constitution, political parties began to form.Learning Objective: POL- 5Historical Thinking Skill: Historical CausationKey Concept: 3.2.IIStimuli: yes

7.2The excerpt most extends support for which political ideology being debated in the U.S. in the late 18th century?

(A) An agrarian republic composed of independent farmers(B) Strong national government(C)Unchecked power of the masses(D)Weak central government with emphasis on states’ rights

Answer: BFeedback: Washington believed the role of the president was to avoid political controversy. However, he also believed in a strong central government. The Federalist party also shared this belief and Washington quietly supported their view point. Republicans feared the government having too much power and sought to

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establish a modest central government with power in the hands of the people and the states.Learning Objective: POL- 5Historical Thinking Skill: Appropriate Use of Relevant Historical EvidenceKey Concept: 3.2.IIStimuli: yes

7.3The geographic rivalries referred to in the excerpt most closely resemble which development in the mid-19th century?

(A) Regional conflicts over slavery in the western territories (B) The growth of nationalism(C)Establishment of new political parties(D)The emergence of the abolition movement

Answer: AFeedback: The schism between the North and South had its beginnings in the late 18th century. By the 1850s, sectional conflicts main focus was the issue of slavery in the new states. As both sides grew further apart, violence would occasionally erupt. Compromises and truces were uneasy and short-lived as the government sought solutions to the growing sectional problem.Learning Objective: WOR-5Historical Thinking Skill: Patterns of Continuity and Change Over TimeKey Concept: 3.3.IIStimuli: yes


“There was with General Washington, during most of the summer, a Seneca chief, called The Great Tree, who, on leaving the head-quarters of the Commander-in-chief, professed the strongest friendship for the American cause, and his first object, after his return to his own people, was to inspire them with his own friendly sentiments. While passing through the Oneida nation on his way home, he professed the strongest confidence in his ability to keep his own tribe bound in the chain of friendship, and pledged himself, in the event of his failure, to come down with his friends and adherents and join the Oneidas. Early in October [1778], Mr. Dean, the Indian interpreter and agent in the Oneida territory, . . .had despatched messengers to the Seneca country, who had returned with unfavorable intelligence. It was stated, that on his arrival in his own country, The Great Tree found his tribe all in arms. The warriors had been collected from the remotest of their lodges, and were then thronging the two principal towns, Kanadaseago and Jennesee. Having heard that the Americans were preparing an expedition against their country, they had flown to arms; and The Great Tree was himself determined to chastise the enemy who should dare to penetrate his country. The Oneida messengers were farther told that all the Indians west of their own tribe, including, of course, the Onondagas, together with the Indian settlements on the Susquehanna and its

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branches, were to join them. They were to rendezvous somewhere on the Tioga, and make a descent either upon the Pennsylvania or New Jersey frontier.”

-- William E. Stone, Life of Joseph Brant – Thayendanegea: including theBorder Wars of the American Revolution, published in 1838

8.1The above excerpt most directly reflects which dominate goal of Native Americans during the colonial war for independence?

(A) To remain neutral in the conflict(B) Forge advantageous alliances in hopes of protecting their own interests(C)Protect fur trade networks with the French(D)Avoid alliances with other tribes

Answer: BFeedback: The Iroquois Confederacy declared themselves neutral in the war in 1776, however not all factions were content with this decision. One group led by Mohawk Joseph Brant convinced their own tribe along with others to support the British cause. These tribes were involved in the disastrous British campaign in upstate New York.Learning Objective: POL-1Historical Thinking Skill: Historical CausationHistorical Thinking Skill: ContextualizationKey Concept: 3.1.IStimuli: yes

8.2The nature of the relationships amongst the various Native American tribes revealed in the excerpt best supports which statement?

(A) Native American tribes successfully maintained a strong confederacy in their common goal to stop further European settlement of Native American lands.

(B) Indecision and chaos amongst the Native American tribes weakened their resolve to fight for protection of their lands.

(C)Divisions among the tribes contributed to the Native American loss in their fight to limit migration of white settlers.

(D)Warfare between the tribes did not contribute to the defeat of Native Americans in their fight to save their lands.

Answer: CFeedback: Native American alliances with both the British and Americans were evidence of growing divisions within the Iroquois Confederacy during the colonial war for independence. Some groups even split into factions within factions. This further weakened a Confederacy already in turmoil following the aftermath of the French and Indian War. Historians typically attribute such divisions among the tribes as contributing to the defeat of the Native Americans in the fight against European settlers.Learning Objective: POL-1Historical Thinking Skill: Historical Argumentation

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Historical Thinking Skill: InterpretationKey Concept: 3.1.IStimuli: yes

8.3What motivation would Native American tribes have had for forging alliances with the British during the colonial war for independence?

(A) The Native American tribes wanted to forge a united front to fight white encroachment.

(B) British government policy had attempted to protect Native American lands and control colonial expansion westward.

(C)Native Americans would be able to increase their trade with European powers.

(D)American colonists often destroyed tribal settlements in retaliation for the tribe’s support for the British.

Answer: DFeedback: During the colonial period, the British had attempted to control colonial expansion westward. The British government policy was not from a sense of morality, but because it felt it had the right to control the lands and the process of settlement. The British also wanted to limit wars with Native Americans, especially regarding lands that they had promised to the Native Americans and, also, because of costs.Learning Objective: POL-1Historical Thinking Skill: SynthesisHistorical Thinking Skill: ContextualizationKey Concept: 3.1.IKey Concept: 3.3.IStimuli: yes

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