Test Bank For The Unfinished Nation A Concise History of the American People 8Th Edition By Alan Brinkley

Test Bank For The Unfinished Nation A Concise History of the American People 8Th Edition By Alan Brinkley

Chapter 03 Society and Culture in Provincial America Key

1. (p. 55) Most seventeenth-century English immigrants to the North American colonies were

A. commercial agents.

B. landowners.

C. laborers.

D. aristocrats.

E. religious dissenters.

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2. (p. 55) In the seventeenth century, the great majority of English immigrants who came to the Chesapeake region were

A. women.

B. religious dissenters.

C. convicts.

D. indentured servants.

E. slaves.

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3. (p. 55-57) Which of the following was NOT characteristic of the English indenture system?

A. The presence of indentured servants was a source of social unrest.

B. Most indentured servants received land upon completion of their contracts.

C. Female indentured servants constituted one-fourth of the total arrivals.

D. Female indentured servants were typically not allowed to marry while under contract.

E. Contracts for indenture generally lasted four to five years.

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4. (p. 58) By 1700, English colonial landowners began to rely more heavily on African slavery in part because

A. landowners in the southern colonies became less capable of paying indentured servant wages.

B. of worsening economic conditions in England.

C. colonial parliaments passed laws improving the status of indentured servants.

D. the English government had come to discourage the practice of indenture.

E. of a declining birthrate in England.

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5. (p. 58) Regarding colonial life expectancy during the seventeenth century,

A. life expectancy in New England was exceptionally high.

B. backcountry settlers had a similar life expectancy to that of settlers in coastal areas.

C. life expectancy was highest in the southern colonies.

D. one in two white children in the Chesapeake died in infancy.

E. men had a shorter life expectancy than women.

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6. (p. 58) During the seventeenth century, English colonists in the Chesapeake saw

A. women significantly outnumber men.

B. an increasingly unbalanced sex ratio.

C. eight out of ten children dying in infancy.

D. few single adults.

E. a life expectancy for men of just over forty years.

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7. (p. 58) By 1775, the non-Indian population of the English colonies was just over

A. 2 million.

B. 4 million.

C. 1 million.

D. 6 million.

E. 8 million.

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8. (p. 58-59) In the seventeenth and eighteenth centuries, medical practitioners

A. became increasingly professionalized.

B. grew to understand the link between bacteria and infection.

C. had little or no knowledge of sterilization.

D. rejected purging and bleeding as medical techniques.

E. were nearly all males.

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9. (p. 59) The seventeenth-century medical practice of deliberately bleeding a person was based on

A. Calvinist religious doctrine.

B. scientific experimentation and observation.

C. evidence that it helped in the recovery from illness.

D. practices acquired from Indians.

E. the belief that a person needed to maintain a balance of different bodily fluids.

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10. (p. 59) In the seventeenth century, white women in the colonial Chesapeake

A. bore an average of four children apiece.

B. generally married later than in England.

C. averaged one pregnancy for every two years of marriage.

D. generally had a longer life expectancy than their husbands.

E. rarely engaged in premarital sex.

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11. (p. 59) Compared to women in colonial Chesapeake, New England women

A. lost their husbands earlier in life.

B. were more likely to become widows.

C. were more likely to have their family remain intact.

D. had fewer children.

E. had much less legal authority in their marriages.

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12. (p. 60) In colonial New England,

A. strict parental control made premarital sexual relations almost nonexistent.

B. dowries were a common feature of marriage.

C. gender equality was reinforced by the prevailing culture.

D. choosing a spouse independent of a parent’s wishes was common.

E. widows tended not to remarry.

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13. (p. 60) In colonial New England Puritan communities, women

A. were expected to devote themselves to serving the needs of their husbands and households.

B. were not highly valued.

C. were more likely to become pregnant before marriage than in the South.

D. were considered to be socially equal to males.

E. could not be official members of the church.

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14. (p. 60) In colonial New England Puritan communities, the family was

A. neither highly valued nor expected to be under the authority of women.

B. both highly valued and expected to be under the authority of women.

C. highly valued.

D. marked by relatively loose parental supervision.

E. expected to be under the authority of women.

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15. (p. 61) The term middle passage refers to the movement of enslaved Africans

A. from the coastal regions of colonies to their interiors.

B. from Africa to Europe.

C. between individual North American colonies.

D. from Africa to the New World.

E. from the Caribbean to the mainland colonies.

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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:

• Thematic Focus: The test bank emphasizes the major themes of the textbook, such as democracy, diversity, economic development, and America’s evolving role in the world. This thematic approach ensures that assessments are aligned with the textbook’s goals and objectives.
• Comprehensive Coverage: The test bank covers the full span of American history, from pre-colonial times to the 21st century. This ensures that students are assessed on a wide range of topics and can demonstrate their knowledge across different historical periods.
• Variety of Question Formats: The inclusion of multiple question types allows instructors to assess a range of skills, from basic recall to advanced analysis. This variety supports a balanced evaluation of students’ historical knowledge and critical thinking abilities.
• Focus on Critical Thinking: The test bank encourages students to think critically about American history by engaging with primary sources, constructing arguments, and analyzing the causes and consequences of historical events. This approach helps students develop the analytical skills necessary for a deeper understanding of history.

Conclusion:

The Test Bank for The Unfinished Nation: A Concise History of the American People, 9th Edition by Alan Brinkley, is an essential tool for instructors teaching American history. It provides a wide range of question types that cater to different assessment needs, from basic knowledge checks to in-depth analysis. By aligning closely with the textbook’s content and themes, this test bank ensures that students are effectively tested on their understanding of American history while also promoting critical thinking and engagement with historical material.