Test Bank For The Unfinished Nation A Concise History of the American People 9Th Edition By Alan Brinkley

Test Bank For The Unfinished Nation A Concise History of the American People 9Th Edition By Alan Brinkley

The Unfinished Nation, 9e (Brinkley)

Chapter 2   Transplantations and Borderlands

1) Which of the following does NOT describe the site chosen for the Jamestown settlement?

A) It was low and marshy and subject to outbreaks of malaria.

B) It was established inland because that was believed to add comfort and stability.

C) It bordered the territories of powerful Indian tribes.

D) It was located on a peninsula.

E) It was inaccessible by ship.

Answer:  E

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

2) Early on, the Jamestown colonists focused primarily on

A) the long-term success of the settlement.

B) building a family-centered community.

C) developing peaceful relations with the Indians in the area.

D) the search for gold and other exports.

E) converting the local Indians to Christianity.

Answer:  D

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

3) Captain John Smith helped the Jamestown settlement survive by

A) waging all-out war with the local Indians.

B) dividing decision-making authority among the colonists to improve morale.

C) imposing work and order on the colonists.

D) introducing tobacco to the colonists.

E) importing African slaves to rebuild the fort.

Answer:  C

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

4) The “starving time” in Jamestown during the winter of 1609–1610 was partly the result of

A) a barricade set up by the Indians, which kept the colonists from hunting and cultivating food inland.

B) the extermination of the Indians who used to grow crops.

C) an influx of rats from settlers’ ships that ate much of the stored grains.

D) a drought that led to crop failures.

E) the sinking of the colonists’ supply ship in the Atlantic.

Answer:  A

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Understand

Accessibility:  Keyboard Navigation

5) The first profitable economic development in Jamestown resulted from

A) the discovery of gold and silver.

B) fur trade with the Indians.

C) the production of tobacco.

D) development of fisheries and lumber.

E) the cultivation of cotton.

Answer:  C

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

6) The cultivation of tobacco around Jamestown resulted in all the following EXCEPT

A) the importation of tobacco seeds from the West Indies.

B) the search for new sources of labor.

C) rising prosperity for the colony.

D) improved relations with the local Indians.

E) the expansion of European settlement into the interior.

Answer:  D

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Understand

Accessibility:  Keyboard Navigation

7) The Virginia Company developed the “headright system” to

A) attract new settlers to the colony.

B) discourage poor people from moving to the colony.

C) require families to migrate together.

D) raise revenue from the sale of land.

E) cause conflict among the neighboring Indian tribes.

Answer:  A

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

8) Which of the following statements best characterizes the first years of Jamestown’s existence?

A) A majority of its colonists enjoyed significant economic success.

B) The settlement was often assaulted by Spanish invaders.

C) The settlement was notable for its peaceful relations with local Indians.

D) The settlement was notable for its toleration of political freedom.

E) The settlement survived despite an enormous loss of life.

Answer:  E

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

9) When the House of Burgesses was created in Virginia in 1619,

A) it gave settlers full political control of their colony.

B) landowning women colonists were allowed to vote.

C) colonists were given a share of local political representation.

D) it put an end to a violent uprising by disgruntled colonists.

E) it recommended that Virginia declare independence from England.

Answer:  C

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

10) The first blacks imported to Virginia in 1619

A) may have been considered indentured servants by the colonists.

B) sparked an immediate rapid stream of African slaves to the British colonies.

C) were preferred to European indentured servants.

D) were subject to the Virginia Slave Codes.

E) arrived as independent landowners.

Answer:  A

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

Test Bank for The Unfinished Nation: A Concise History of the American People, 9th Edition by Alan Brinkley

Overview: The Test Bank for The Unfinished Nation: A Concise History of the American People, 9th Edition by Alan Brinkley, is a comprehensive resource designed to assess students’ understanding and critical analysis of American history. This test bank is aligned with the textbook, which offers a detailed and engaging narrative of the United States from its earliest days to the present, exploring the diverse experiences and challenges that have shaped the nation.

Content:

• Multiple Choice Questions: These questions cover key facts, dates, events, and figures from American history, providing a straightforward assessment of students’ retention of essential information. Topics include the colonization of America, the Revolutionary War, the Civil War, Reconstruction, the Great Depression, World War II, and contemporary issues. The questions are designed to test students’ foundational knowledge and understanding of the textbook material.
• True/False Questions: This section assesses students’ ability to distinguish between accurate and inaccurate statements regarding American history. These questions reinforce key concepts and help students clarify their understanding of significant historical events and themes.
• Short Answer Questions: These questions require students to provide brief but precise explanations of important terms, events, or concepts. Short answer questions are ideal for testing students’ ability to summarize information and articulate key ideas in their own words.
• Essay Questions: The essay section challenges students to engage in deeper analysis and critical thinking. Students are asked to discuss major themes, compare different historical periods, or explore the causes and effects of significant events in American history. These questions are designed to evaluate students’ ability to construct coherent arguments and synthesize information from the textbook and other sources.
• Document-Based Questions (DBQs): DBQs involve analyzing primary source documents, such as letters, speeches, or official records, that are related to topics covered in the textbook. Students must interpret these documents, place them in historical context, and discuss their significance. DBQs are an excellent way to assess students’ ability to engage with primary sources and develop evidence-based historical arguments.
• Chronology and Matching Questions: These question types test students’ ability to sequence historical events correctly and match terms with their definitions or associated events. They help reinforce a chronological understanding of American history and the relationships between key concepts.

Key Features:

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Conclusion:

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