Exam Questions Political Stories & Rights Chapter 1 - Complete Test Bank | American Gov Stories of a Nation 2e by Scott F. Abernathy. DOCX document preview.
Chapter 1: American Political Stories: Claiming Rights, Demanding to Be Heard
Test Bank
Multiple Choice
1. Politics is best described as the process of ______.
a. making and enforcing laws and policies
b. selecting governmental leaders
c. influencing actions and policies of a government
d. administering and executing governmental activities
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.1: Explain how diverse Americans have been able to use the same political tools to achieve their own distinct visions of good government
REF: Cognitive Domain: Knowledge
Answer Location: Introduction
Difficulty Level: Medium
2. Politics and government are seen as ______.
a. synonymous with each other
b. closely connected to each other
c. unrelated to each other
d. opposed to each other
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.1: Explain how diverse Americans have been able to use the same political tools to achieve their own distinct visions of good government
REF: Cognitive Domain: Knowledge
Answer Location: Introduction
Difficulty Level: Medium
3. Bridget Mergens’s request to start a new club on her high school campus was different because she wanted to start a campus-sponsored ______.
a. Christian Bible study club
b. athletic booster club
c. Gay and Lesbian Alliance club
d. political debate club
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.1: Explain how diverse Americans have been able to use the same political tools to achieve their own distinct visions of good government
REF: Cognitive Domain: Knowledge
Answer Location: American Students Claim Their Rights
Difficulty Level: Easy
4. The legal basis of Bridget Mergens’ claim against her high school was which of the following?
a. the Equal Rights Amendment
b. the 14th Amendment
c. the Civil Rights Act of 1964
d. the Equal Access Act of 1984
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.1: Explain how diverse Americans have been able to use the same political tools to achieve their own distinct visions of good government
REF: Cognitive Domain: Knowledge
Answer Location: American Students Claim Their Rights
Difficulty Level: Medium
5. The purpose of the Equal Access Act of 1984 was to ______.
a. enable the ability of public high schools to place limits on faith-based clubs and organizations
b. restrict the ability of public high schools to limit faith-based clubs and organizations
c. create new opportunities for students to start a variety of new clubs and organizations
d. place limits on the types of new clubs and organizations that could be created on a public school campus
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.1: Explain how diverse Americans have been able to use the same political tools to achieve their own distinct visions of good government
REF: Cognitive Domain: Comprehension
Answer Location: American Students Claim Their Rights
Difficulty Level: Medium
6. Which of the following best explains the outcome of the Mergens’ case?
a. The Court reaffirmed the principle of separation of church and state by forbidding the creation of faith-based clubs on campus.
b. The Court upheld students’ rights to establish faith-based clubs and organizations on high school campuses.
c. The Court refused to acknowledge the Equal Access Act in its application to high school campuses.
d. The Court decided that high school students lacked the maturity to conduct faith-based activities on campus.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.1: Explain how diverse Americans have been able to use the same political tools to achieve their own distinct visions of good government.
REF: Cognitive Domain: Analysis
Answer Location: American Students Claim Their Rights
Difficulty Level: Hard
7. An unintended consequence of the Mergens decision was the application of the Equal Access Act to organizations and clubs related to ______.
a. intramural sports
b. free speech and debate
c. LGBT associations
d. Bible study groups
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.1: Explain how diverse Americans have been able to use the same political tools to achieve their own distinct visions of good government.
REF: Cognitive Domain: Comprehension
Answer Location: American Students Claim Their Rights
Difficulty Level: Hard
8. Why did the Boyd County GSA feel it was discriminated against?
a. No school faculty member agreed to be its adviser.
b. The school principal told them explicitly he did not support homosexuals.
c. Theirs was the only one of twenty proposed student groups to be denied.
d. The bylaws of the school prohibited student groups composed of outed homosexuals.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.1: Explain how diverse Americans have been able to use the same political tools to achieve their own distinct visions of good government.
REF: Cognitive Domain: Comprehension
Answer Location: American Students Claim Their Rights
Difficulty Level: Medium
9. The case studies of Bridget Mergens and the Boyd County GSA were similar in that both cases ______.
a. made it to the U.S. Supreme Court
b. occurred in elementary schools
c. relied on the 1984 Equal Access Act for legal foundation
d. sought to start Bible study groups, albeit in different areas of the country
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.1: Explain how diverse Americans have been able to use the same political tools to achieve their own distinct visions of good government.
REF: Cognitive Domain: Analysis
Answer Location: American Students Claim Their Rights
Difficulty Level: Medium
10. Which of the following statements best describes the Greek system of democracy?
a. Power is held by government leaders.
b. Power is held by economic factors.
c. Power is held by the common people.
d. Power is held by the physically strong.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Comprehension
Answer Location: American Political Culture Is Built on a Set of Shared Ideas
Difficulty Level: Easy
11. A system of government in which power is held by the people in that society is best described as a(n) ______.
a. autocracy
b. plutocracy
c. aristocracy
d. democracy
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Knowledge
Answer Location: American Political Culture Is Built on a Set of Shared Ideas
Difficulty Level: Easy
12. Rights which people are born with that cannot be taken away by kings or rulers with absolute power are described as ______.
a. limited rights
b. political privileges
c. natural rights
d. innate privileges
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Knowledge
Answer Location: American Political Culture Is Built on a Set of Shared Ideas
Difficulty Level: Easy
13. The Baron de Montesquieu proposed that power should be ______.
a. shared among political leaders
b. divided between different branches
c. delegated by a central aristocracy
d. held solely by an authoritarian ruler
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Comprehension
Answer Location: American Political Culture Is Built on a Set of Shared Ideas
Difficulty Level: Medium
14. In applying scientific principles learned from the natural world to human political action and interaction, major contributions were made to which of the following?
a. archaeology
b. anthropology
c. political science
d. natural science
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Knowledge
Answer Location: American Political Culture Is Built on a Set of Shared Ideas
Difficulty Level: Easy
15. Political science is the study of how individuals and institutions ______.
a. are organized and structured
b. hold and wield power
c. shape political outcomes
d. enforce laws and policies
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Knowledge
Answer Location: American Political Culture Is Built on a Set of Shared Ideas
Difficulty Level: Easy
16. In the American system of political culture, the emphasis in economic equality tends to be on which of the following?
a. equality of outcome
b. equality of income
c. equality of performance
d. equality of opportunity
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Comprehension
Answer Location: Equality Is About Having the Same Rights or Status
Difficulty Level: Medium
17. In the Declaration of Independence, those rights that are described as “self-evident” are also referred to as ______.
a. inalienable rights
b. privileges of opportunity
c. equality of opportunity
d. the Bill of Rights
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: knowledge
Answer Location: Inalienable Rights Exist above Government Powers
Difficulty Level: Easy
18. Which of the following best describes the difference between privileges and rights?
a. Privileges can only be granted by a government.
b. Rights must be earned through social status.
c. Privileges may be granted and withdrawn by government.
d. Rights and privileges are synonymous with each other.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Comprehension
Answer Location: Inalienable Rights Exist above Government Powers
Difficulty Level: Hard
19. Why is the American governmental system so complex?
a. to undermine revolutionary activity
b. to safeguard the rights of the people
c. to reflect the ideals of the Greeks
d. to prevent most people from participating
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Comprehension
Answer Location: Inalienable Rights Exist above Any Government Powers
Difficulty Level: Medium
20. When Thomas Jefferson wrote about the “pursuit of happiness” in the Declaration of Independence, he was actually tapping into ______.
a. the ideals of liberty
b. fair and equal justice
c. equality of outcome
d. the American Dream
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Comprehension
Answer Location: The Pursuit of Happiness Is at the Core of the American Dream
Difficulty Level: Medium
21. Which of these is a fundamental prerequisite to achieving the “American Dream"?
a. talent and hard work
b. equality of outcome
c. economic privilege
d. advanced social status
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Comprehension
Answer Location: The Pursuit of Happiness Is at the Core of the American Dream
Difficulty Level: Medium
22. According to a recent Harvard study, which of the following statements is most correct with regard to the American Dream?
a. Young people 18–27 showed no belief in the achievability of the American Dream.
b. Young people were more likely than the elderly to show faith in the American Dream.
c. The majority of all respondents indicated that the American Dream is no longer alive.
d. Those with college degrees were more likely to say the American Dream is alive.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Analysis
Answer Location: Practicing Political Science: Millennials and the American Dream
Difficulty Level: Medium
23. The belief in the special character of the United States as a uniquely free nation based on the ideals of democracy and individual liberty is best described as ______.
a. the American Dream
b. American exceptionalism
c. rugged individualism
d. the pursuit of happiness
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Knowledge
Answer Location: American Exceptionalism Flows from the Nation’s Historical Development
Difficulty Level: Easy
24. When Puritan leader John Winthrop stated in 1630 that New Englanders “must Consider that we shall be as a City upon a Hill, the eyes of all people are upon us,” he was articulating, in an early manner, what concept?
a. liberty
b. American exceptionalism
c. democracy
d. the American dream
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Analysis
Answer Location: American Exceptionalism Flows from the Nation’s Historical Development
Difficulty Level: Easy
25. The first permanent settlement in North America was at ______.
a. Plymouth
b. Philadelphia
c. New York
d. Jamestown
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Politics and Political Action Set the Stage for Revolution
Difficulty Level: Easy
26. Colonists who established Jamestown were backed and supported by ______.
a. the king of England
b. the British Parliament
c. religious supporters
d. the Virginia Company
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Colonial Settlements Establish a Precedent for Independence
Difficulty Level: Medium
27. Unlike France and Spain, Great Britain lacked a cohesive ______.
a. political policy
b. military policy
c. foreign policy
d. colonial policy
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: Colonial Settlements Establish a Precedent for Independence
Difficulty Level: Medium
28. Prior to the Seven Years War, British policy toward the colonies could best be described as ______.
a. support the mother land
b. pay your fair share
c. hands-off
d. direct political control
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: Colonial Settlements Establish a Precedent for Independence
Difficulty Level: Medium
29. The war principally between France and Great Britain and other European nations across the globe was known as the ______ in North America.
a. French and Indian War
b. Seven Years War
c. War of the Roses
d. Napoleonic Wars
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: A Global War Forces Change in Colonial Policy
Difficulty Level: Medium
30. The proposal for a union of British colonies in North America in which colonial legislatures would appoint delegates to form a law-making body under the direct leadership of Great Britain was referred to as the ______.
a. Connecticut Plan
b. Albany Plan
c. Philadelphia Plan
d. Virginia Plan
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: A Global War Forces Change in Colonial Policy
Difficulty Level: Medium
31. Benjamin Franklin’s proposal for a unified political body was NOT adopted by colonial governments for which of the following reasons?
a. Great Britain wanted to deal with the colonies as a single nation.
b. The colonies did not wish to give up their own sovereignty.
c. The colonies saw themselves as an extension of Great Britain.
d. Great Britain saw the colonies as an autonomous political unit.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: A Global War Forces Change in Colonial Policy
Difficulty Level: Hard
32. The Albany Plan was ______.
a. a reaction to London’s imposition of taxes on the North American colonies
b. the failed attempt at colonial integration during the Seven Years’ War
c. a secret agreement among the Sons of Liberty to foment rebellion
d. the first colonial legislature founded in British North America
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: A Global War Forces Change in Colonial Policy
Difficulty Level: Hard
33. The proposer and greatest supporter of the Albany plan was ______.
a. George Washington
b. Alexander Hamilton
c. Benjamin Franklin
d. Thomas Paine
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: A Global War Forces Change in Colonial Policy
Difficulty Level: Easy
34. Which of the following was most responsible for Great Britain’s increased desire to exert centralized control over its colonies?
a. threat of foreign invasion
b. increasing military debt
c. threat of internal revolution
d. increasing foreign interference
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: Economic Conflicts Grow between Great Britain and its Colonies
Difficulty Level: Medium
35. After the Seven Years’ War, Great Britain was ______.
a. a weakened power among Northern European nations
b. a weakened sea power in comparison to France and Spain
c. highly dependent upon its colonies for continued power
d. the unquestioned European power in North America and Canada
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Economic Conflicts Grow between Great Britain and its Colonies
Difficulty Level: Medium
36. A complicating factor for the British revenue policies of the 1760s was that they were instituted during a period of economic ______.
a. expansion
b. recession
c. depression
d. recovery
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: Economic Conflicts Grow between Great Britain and its Colonies
Difficulty Level: Medium
37. Which of the following had the greatest impact on popularizing and spreading the message of American independence?
a. the Sons of Liberty
b. the printing press
c. improved roads and bridges
d. northern industrial expansion
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: The Idea of Independence Is Given Voice in Political Propaganda
Difficulty Level: Medium
38. The primary means of political propaganda during the 1760s was most probably the ______.
a. newspaper
b. political speech
c. campaign slogan
d. pamphlet
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: The Idea of Independence Is Given Voice in Political Propaganda
Difficulty Level: Medium
39. Thomas Paine challenged the legitimacy of the British monarchy and refuted arguments in favor of reconciling England and the Colonies by calling King George a ______.
a. “royal brute”
b. “royal fool”
c. “royal usurper”
d. “royal imitator”
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: The Idea of Independence Is Given Voice in Political Propaganda
Difficulty Level: Easy
40. Thomas Paine unified the colonists into action at a time when many were ready to receive the message by drawing on which of the following ideas?
a. American exceptionalism and supremacy
b. freedom from religious persecution
c. Americans were extensions of the British.
d. Americans had a unique destiny and history.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: The Idea of Independence Is Given Voice in Political Propaganda
Difficulty Level: Medium
41. Thomas Paine’s Common Sense called for ______.
a. negotiation with Great Britain
b. independence
c. military action against Native Americans
d. a Third Continental Congress
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Analysis
Answer Location: The Idea of Independence Is Given Voice in Political Propaganda
Difficulty Level: Medium
42. A common phrase associated with the planned strategy of colonial resistance was ______.
a. “Give me liberty or give me death”
b. “Join or die”
c. “No taxation without representation”
d. “Don’t tread on me”
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Revolutionaries Take Action, Their Eyes on Increasing the Powers of Colonial Legislatures
Difficulty Level: Easy
43. In many ways, colonial opposition to British policies was best described as ______.
a. radical
b. moderate
c. conservative
d. liberal
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Revolutionaries Take Action, Their Eyes on Increasing the Powers of Colonial Legislatures
Difficulty Level: Medium
44. A common phrase associated with resistance to British tax policy was, “No taxation without representation!” With this, colonists truly meant ______.
a. taxation should be controlled by colonial legislatures
b. they wanted to send representatives to Parliament in Westminster
c. the king should answer their grievances before imposing taxes
d. the state has no authority to tax its subjects/citizens
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Analysis
Answer Location: Revolutionaries Take Action, Their Eyes on Increasing the Powers of Colonial Legislatures
Difficulty Level: Hard
45. One of the most controversial of British revenue laws of the 1760s was the ______, which attempted to raise money through direct taxes on almost everything involved in trade.
a. Sugar Act
b. Stamp Act
c. Intolerable Acts
d. Currency Act
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: The Sons of Liberty Attempt to Mobilize Colonists around British Tax Policies
Difficulty Level: Medium
46. Which radical organization was most visible and vocal in its dissent against British tax policies of the 1760s?
a. the Second Continental Congress
b. the Sons of Liberty
c. the Daughters of the Revolution
d. the Society of American Loyalists
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: The Sons of Liberty Attempt to Mobilize Colonists around British Tax Policies
Difficulty Level: Easy
47. What impact did the Declaration of Rights and Grievances have in lessening pressures between Great Britain and the colonies?
a. It led to earnest discussions between the colonies and the British Parliament.
b. It led to a lessening of British military aggression through the thirteen colonies.
c. It led to the repeal of the Stamp Act but had little effect on the desire for independence.
d. It had minor immediate impact and increased tensions between loyalists and patriots.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Analysis
Answer Location: The Sons of Liberty Attempt to Mobilize Colonists around British Tax Policies
Difficulty Level: Hard
48. Beginning in the 1770s, what happened to political power in the colonies?
a. It began to shift more in favor of the British loyalists.
b. It began to shift away from moderates to radical groups who called for independence.
c. The political power of radical patriots began to decline in favor of moderate ideals.
d. British loyalists began to dominate the political scene, punishing the patriots.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: The Crisis Accelerates as Protests Intensify
Difficulty Level: Medium
49. In 1770, the confrontation between a mob of Bostonians and a small group of British soldiers beginning with taunts and snowballs and ending in the deaths of fie American colonials was referred to as the ______.
a. Boston Tea Party
b. Boston Rampage
c. Boston Uprising
d. Boston Massacre
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: The Crisis Accelerates as Protests Intensify
Difficulty Level: Easy
50. In 1773, the Sons of Liberty in Boston created a man-made crisis in order to push away the possibility of reconciling with Great Britain. Their action has been referred to as ______ by historians.
a. the Boston Massacre
b. the Boston Rampage
c. the Boston Tea Party
d. the Boston Uprising
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: The Boston Tea Party Adds Fuel to the Revolutionary Fire
Difficulty Level: Easy
51. Both black slaves and indigenous peoples had which of the following in common?
a. a desire to maintain and defend their native territory
b. an ideal that land could not be owned by any man
c. a struggle to maintain traditional ways of life and culture
d. a tradition of involuntary servitude and European dominance
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Analysis
Answer Location: The Institution of Slavery Denied the Natural Rights of African Americans
Difficulty Level: Hard
52. As America moved toward revolution, colonial Americans saw improvements in ______.
a. social equality and liberty at all levels
b. social equality with the exception of Northern mercantilists
c. social equality with the exception of Southern plantation societies
d. social equality with the exception of Western settlers
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: The Institution of Slavery Denied the Natural Rights of African Americans
Difficulty Level: Hard
53. In April of 1773, a group of ______ in Massachusetts petitioned the government for a redress of their grievances, expressing their own natural rights as a reason for their freedom.
a. indentured servants
b. colonial patriots
c. colonial elites
d. African Americans
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: Knowledge
REF: Cognitive Domain: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
Answer Location: The Institution of Slavery Denied the Natural Rights of African Americans
Difficulty Level: Easy
54. In his 1776 pamphlet entitled Liberty Further Extended Massachusetts Minister Lemuel Hayes argued ______.
a. liberty is a natural right
b. liberty must be earned
c. liberty is a privilege
d. liberty is granted by the king
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: The Institution of Slavery Denied the Natural Rights of African Americans
Difficulty Level: Medium
55. The systematic design to keep women out of involvement in government and public life could best be described as ______.
a. “supportive suppression”
b. “selective obsession”
c. “protective oppression”
d. “collective inclusion”
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Revolutionary Women, Though Excluded, Did Build Institutions of Their Own
Difficulty Level: Medium
56. Which of the following was a unique exception to the suppression of female participation in colonial times?
a. trade
b. politics
c. property ownership
d. religion
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: Revolutionary Women, Though Excluded, Did Build Institutions of Their Own
Difficulty Level: Medium
57. Replacement of British textiles, in particular, brought colonial women together in which of the following organizations?
a. Daughters of Liberty
b. Daughters of the Revolution
c. Daughters of Patriotism
d. Daughters of Commerce
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Revolutionary Women, Though Excluded, Did Build Institutions of Their Own
Difficulty Level: Easy
58. What pamphlet, authored by Esther DeBerdt Reed and published in June 1780, laid out the necessity for colonial women to organize aid to the revolutionary cause?
a. The Sentiments of the American Woman
b. The Declaration of Sentiments, Grievances and Resolutions
c. The Women’s Declaration of Independent Sentiments
d. The Discussion of Women’s Grievances and Arguments
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Revolutionary Women, Though Excluded, Did Build Institutions of Their Own
Difficulty Level: Easy
59. Which of the following sentences describes the role of women in the revolutionary period?
a. Women used their personal, legal, and economic rights to aid the revolutionary struggle.
b. Women used their inclusion in public life to adopt leadership roles.
c. Women spoke, wrote, and acted against the restrictions on their own rights and liberties.
d. Women expressed their frustrations by taking up arms against Britain.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Analysis
Answer Location: Revolutionary Women, Though Excluded, Did Build Institutions of Their Own
Difficulty Level: Hard
60. Initially, British colonists depended upon ______ of native people for their own survival.
a. technological ignorance and cultural diversity
b. political leadership and a lack of weapons
c. adaptive technologies and agricultural advances
d. ineffective agriculture and a lack of weaponry
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Indigenous Peoples in North America Challenged Colonization
Difficulty Level: Hard
61. Perhaps the largest factor leading to the decline in Native American populations was ______.
a. technology
b. agriculture
c. education
d. disease
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Indigenous Peoples in North America Challenged Colonization
Difficulty Level: Easy
62. British colonization had which of the following effects on traditional native ways of life?
a. minimal and incomplete
b. comprehensive and total
c. moderate and balanced
d. tolerant and measured
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Indigenous Peoples in North America Challenged Colonization
Difficulty Level: Medium
63. Based on your textbook, which of the following statements is most correct with regard to the Declaration of Independence?
a. Thomas Jefferson was the singular author of the Declaration of Independence.
b. The Declaration of Independence was intended to be a nonpolitical statement.
c. The Declaration of Independence was highly edited and hotly debated.
d. The Declaration of Independence expressed the beliefs of all Americans at the time.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: Independence Becomes Institutionalized
Difficulty Level: Medium
64. Which section was deleted from the first draft of the Declaration of Independence?
a. women’s suffrage
b. passage on slavery
c. property of Native Americans
d. indictment against the King of Great Britain
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: Independence Becomes Institutionalized
Difficulty Level: Medium
65. Thomas Jefferson saw his primary role in drafting the Declaration of Independence as ______.
a. justifying and defending American independence using logic
b. complaining to Parliament about the actions of the king
c. persuading other nations to support American independence
d. persuading British citizens to support the American ideal
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Independence Becomes Institutionalized
Difficulty Level: Medium
66. According to the textbook, deletion of which of the following topics from the first draft of the Declaration of Independence had the most significance?
a. slavery
b. autocratic rule
c. aristocratic rights
d. economic privilege
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Independence Becomes Institutionalized
Difficulty Level: Medium
67. The second deleted section of the Declaration of Independence dealt with charges against the king involving inciting ______.
a. slave rebellions
b. civil war
c. religious arguments
d. political unrest
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Independence Becomes Institutionalized
Difficulty Level: Medium
68. ______ would have been most vocal in its complaints against Jefferson’s initial draft of the Declaration of Independence
a. Northern mercantilists
b. Southern plantation owners
c. Western explorers
d. Eastern ship owners
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Independence Becomes Institutionalized
Difficulty Level: Medium
69. During the uncertain political environment of the 1770s, support for American independence was ______.
a. favorable and strong
b. unanimous and assertive
c. weak and openly split
d. contentious yet hopeful
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: Independence Becomes Institutionalized
Difficulty Level: Medium
70. Which of the following was an argument used by patriot radicals?
a. The threat of possible armed conflict threatened the colonies.
b. A series of early losses dramatically decreased the probability of victory.
c. The publication of Common Sense had little impact on colonial sentiment.
d. Individual colonies were passing resolutions supporting independence.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: Independence Becomes Institutionalized
Difficulty Level: Medium
71. After the Battle of Yorktown, American independence was secured with which of the following?
a. the Treaty of Gent
b. the Treaty of Brussels
c. the Treaty of Paris
d. the Treaty of Versailles
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: A Revolution Still under Construction
Difficulty Level: Easy
72. Why isn’t the United States a direct democracy?
a. Theocrats have taken over.
b. The founders wanted an oligarchy.
c. It is too large.
d. Monarchy was seen as a better option.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.4: Describe the core features of American political institutions.
REF: Cognitive Domain: Comprehension
Answer Location: The Structure of Institutions Affects How Citizens Participate
Difficulty Level: Medium
73. Arrange the following economic systems from the one with most government oversight to the one with the least oversight.
a. laissez-faire, capitalist, socialist, communist
b. capitalist, communist, laissez faire, socialist
c. socialist, capitalist, communist, laissez-faire
d. communist, socialist, capitalist, laissez-faire
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.4: Describe the core features of American political institutions.
REF: Cognitive Domain: Analysis
Answer Location: The Structure of Institutions Affects How Citizens Participate
Difficulty Level: Hard
74. Which form of government admits no limitations on its power and allows no competing centers of political power?
a. authoritarian
b. totalitarian
c. Democratic
d. Republican
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.4: Describe the core features of American political institutions.
REF: Cognitive Domain: Comprehension
Answer Location: The Structure of Institutions Affects How Citizens Participate
Difficulty Level: Medium
75. Monarchies, theocracies, and oligarchies all share which of the following?
a. They admit no external challenges to their power or authority.
b. They allow moderate challenge to their power or authority.
c. They are highly influenced by the power of the individual citizen.
d. They admit some external judicial challenges to their authority.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.4: Describe the core features of American political institutions.
REF: Cognitive Domain: Analysis
Answer Location: The Structure of Institutions Affects How Citizens Participate
Difficulty Level: Hard
76. The United States is, institutionally and fundamentally, a ______.
a. direct democracy
b. limited democracy
c. representative democracy
d. constitutional republic
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.4: Describe the core features of American political institutions.
REF: Cognitive Domain: Knowledge
Answer Location: The Structure of Institutions Affects How Citizens Participate
Difficulty Level: Medium
77. A government that acts on behalf of all workers in a society by controlling all of the means of production and distribution is best described as having a ______.
a. socialist system
b. laissez-faire system
c. capitalist system
d. communist system
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.4: Describe the core features of American political institutions.
REF: Cognitive Domain: Knowledge
Answer Location: The Structure of Institutions Affects How Citizens Participate
Difficulty Level: Easy
78. A government that allows private firms to operate but with significant intervention by the government, which may include controlling ownership of sectors of the economy, is best described as having a ______ economic system.
a. socialist
b. laissez-faire
c. capitalist
d. communist
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.4: Describe the core features of American political institutions.
REF: Cognitive Domain: Knowledge
Answer Location: The Structure of Institutions Affects How Citizens Participate
Difficulty Level: Easy
79. Which of the following best describes the term “laissez faire”?
a. a system that forbids private ownership and private enterprise
b. a system that highly regulates private enterprise and property
c. a system that moderately regulates private enterprise and property
d. a system that has no regulation or control of private enterprise
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.4: Describe the core features of American political institutions.
REF: Cognitive Domain: Comprehension
Answer Location: The Structure of Institutions Affects How Citizens Participate
Difficulty Level: Easy
80. A system in which economic activity is structured to allow private firms to make most or all of the decisions involving production and distribution of goods and services is best described as ______.
a. socialist
b. communist
c. capitalist
d. laissez faire
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.4: Describe the core features of American political institutions.
REF: Cognitive Domain: Knowledge
Answer Location: The Structure of Institutions Affects How Citizens Participate
Difficulty Level: Easy
81. Martin Luther King was one of the founders and the president of which of the following organizations?
a. the National Association for the Advancement of Colored People
b. the Southern Christian Leadership Conference
c. the Student Nonviolent Coordinating Committee
d. the Southern Poverty Law Center
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.5: Consider the ways in which the “Letter from Birmingham Jail” draws upon core American ideals
REF: Cognitive Domain: Knowledge
Answer Location: Dr. Martin Luther King, Jr.’s Letter from Birmingham Jail Links the Challenge against Racial Segregation to Core American Values
Difficulty Level: Easy
82. What did fellow clergymen want Dr. King to do following his punishment for Birmingham protests?
a. intensify demonstrations
b. lead a hunger strike
c. withdraw from protesting
d. organize another protest
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.5: Consider the ways in which the “Letter from Birmingham Jail” draws upon core American ideals.
REF: Cognitive Domain: Comprehension
Answer Location: White Clergy Members Urge Moderation
Difficulty Level: Medium
83. What audience did Martin Luther King, Jr. target with his “Letter from Birmingham Jail”?
a. Klansmen
b. moderate whites
c. African American women
d. political leaders in Washington
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.5: Consider the ways in which the “Letter from Birmingham Jail” draws upon core American ideals
REF: Cognitive Domain: Comprehension
Answer Location: King’s Affirmation of Natural Rights
Difficulty Level: Medium
84. Dr. King’s “Letter From Birmingham Jail” had arguments that centered around which of the following?
a. justification for violent protest
b. the theory of natural rights
c. radical government overthrow
d. a call to end civil rights protests
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.5: Consider the ways in which the “Letter from Birmingham Jail” draws upon core American ideals.
REF: Cognitive Domain: Comprehension
Answer Location: King’s Affirmation of Natural Rights
Difficulty Level: Medium
85. Politically, one of the most important passages in the “Letter from Birmingham Jail” pointed to ______.
a. the need for Negro violence in future protests
b. the tyranny of radical whites in threatening Negroes
c. the white moderate as an obstacle to justice
d. the need for continued nonviolent protest
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.5: Consider the ways in which the “Letter from Birmingham Jail” draws upon core American ideals.
REF: Cognitive Domain: Comprehension
Answer Location: King’s Affirmation of Natural Rights
Difficulty Level: Medium
True/False
1. As Bridget Mergens’ case proceeded, there was a high degree of certainty that the Court would affirm her assertions against her school.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.1: Explain how diverse Americans have been able to use the same political tools to achieve their own distinct visions of good government.
REF: Cognitive Domain: Comprehension
Answer Location: American Students Claim Their Rights
Difficulty Level: Easy
2. The American political culture is based upon the principles of equal social and economic outcomes.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Comprehension
Answer Location: American Students Claim Their Rights
Difficulty Level: Medium
3. Though perfect economic equality is impossible, we’re very close to it in the United States at present.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Analysis
Answer Location: Equality Is About Having the Same Rights or Status
Difficulty Level: Hard
4. Thomas Paine was the founder of the Sons of Liberty.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: The Sons of Liberty Attempt to Mobilize Colonists around British Tax Policies
Difficulty Level: Easy
5. At times, slaves in Virginia and other slaveholding colonies organized in order to rise up against their owners.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: The Institution of Slavery Denied the Natural Rights of African Americans
Difficulty Level: Easy
6. British officials and soldiers criticized American patriots for their continuing the practice of slavery.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: The Institution of Slavery Denied the Natural Rights of African Americans
Difficulty Level: Medium
7. In many ways, women in revolutionary America were seen as active and visible participants.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Revolutionary Women, Though Excluded, Did Build Institutions of Their Own
Difficulty Level: Easy
8. European settlement and exploration were accepted by indigenous peoples without opposition.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: Indigenous Peoples in North America Challenged Colonization
Difficulty Level: Easy
9. If we accept the date of independence as the date in which the Second Continental Congress accepted Richard Henry Lee’s resolution on independence instead of the day in which Jefferson’s Declaration of Independence was accepted, Independence Day would be moved up two days.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: Independence Becomes Institutionalized
Difficulty Level: Hard
10. While Thomas Jefferson attempted to address the slave trade in his first draft of the Declaration of Independence, the irony is that he was a major slave owner himself.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: Independence Becomes Institutionalized
Difficulty Level: Medium
11. From the start, the American Revolutionary War went well for the Americans, with a series of victories and logistical successes.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: A Revolution Still under Construction
Difficulty Level: Medium
12. The vast majority of conflicts over power in America are handled through a system of direct democracy.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.4: Describe the core features of American political institutions.
REF: Cognitive Domain: Comprehension
Answer Location: The Structure of Institutions Affects How Citizens Participate
Difficulty Level: Medium
Short Answer
1. A nation’s commitment to social, political, and economic freedoms can best be defined as ______.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Knowledge
Answer Location: Liberty Involves Both Freedom from Interference and to Pursue One’s Dreams
Difficulty Level: Medium
2. The philosopher ______ argued that people are born with rights that could NOT be taken away by kings who ruled with absolute power.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Knowledge
Answer Location: American Political Culture Is Built on a Set of Shared Ideas
Difficulty Level: Medium
3. The leader of the Sons of Liberty was ______.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: The Sons of Liberty Attempt to Mobilize Colonists around British Tax Policies
Difficulty Level: Easy
4. One of the first people killed in the Boston Massacre was a young African man named ______.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: The Crisis Accelerates as Protests Intensify
Difficulty Level: Easy
5. People who still possessed the ability to pay off their debts through their labor in order to ultimately achieve their freedom were referred to as ______.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Knowledge
Answer Location: The Institution of Slavery Denied the Natural Rights of African Americans
Difficulty Level: Easy
6. The vast majority of conflicts over power in America are handled through a system of ______.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.4: Describe the core features of American political institutions.
REF: Cognitive Domain: Knowledge
Answer Location: The Structure of Institutions Affects How Citizens Participate
Difficulty Level: Easy
7. The practice by which one peacefully resists and unjust law, as did Martin Luther King, Jr. in Birmingham in 1963 is known as what?
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.5: Consider the ways in which the “Letter from Birmingham Jail” draws upon core American ideals
REF: Cognitive Domain: Knowledge
Answer Location: Dr. Martin Luther King Jr.’s Letter from Birmingham Jail Links the Challenge against Segregation to Core American Ideals
Difficulty Level: Easy
Essay
1. Explain the similarities and differences between politics and government. Give examples.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.1: Explain how diverse Americans have been able to use the same political tools to achieve their own distinct visions of good government.
REF: Cognitive Domain: Application
Answer Location: Introduction
Difficulty Level: Medium
2. In what way(s) did the Bridget Mergens case impact the establishment of student organizations on high school campuses? How can this case be related and applied to issues and controversies on today’s high school campuses?
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.1: Explain how diverse Americans have been able to use the same political tools to achieve their own distinct visions of good government.
REF: Cognitive Domain: Application
Answer Location: American Students Claim Their Rights
Difficulty Level: Medium
3. List and describe the forms of equality discussed in your text. Provide examples of how these forms of equality relate to the American system of government.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Application
Answer Location: Equality Is About Having the Same Rights or Status
Difficulty Level: Medium
4. What do you think makes America different than other nations today? Give specific examples.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Analysis
Answer Location: American Exceptionalism Flows from the Nation’s Historical Development
Difficulty Level: Hard
5. Is political science really a science? Explain and defend your answer.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.2: Define the key elements of American political culture.
REF: Cognitive Domain: Analysis
Answer Location: American Political Culture Is Built on a Set of Shared Ideas
Difficulty Level: Hard
6. How was the concept of slavery addressed in the final draft of the Declaration of Independence? Explain your answer.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Analysis
Answer Location: Independence Becomes Institutionalized
Difficulty Level: Hard
7. Explain and describe the relationship between indigenous American native peoples and European settlers beginning in the 17th century.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Application
Answer Location: Indigenous Peoples in North America Challenged Colonization
Difficulty Level: Hard
8. Describe the initial political and economic structure of the early American colonies.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Comprehension
Answer Location: Colonial Settlements Establish a Precedent for Independence
Difficulty Level: Medium
9. Beginning in 1763, what did Great Britain do in order to enlarge its scope of involvement in colonial affairs? Why did it adopt this policy?
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Analysis
Answer Location: Economic Conflicts Grow between Great Britain and its Colonies
Difficulty Level: Hard
10. What impact did Thomas Paine’s Common Sense have on the early quest for American Independence? Why?
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Analysis
Answer Location: The Idea of Independence is Given Voice in Political Propaganda
Difficulty Level: Hard
11. What were the factors leading to and impact of the Boston Tea Party?
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Application
Answer Location: The Boston Tea Party Adds Fuel to the Revolutionary Fire
Difficulty Level: Medium
12. Explain why many historical experts believe the American Revolution wasn’t technically a revolution.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.3: Identify the political, social, and economic events and institutions that gave rise to the American Revolution and reflect upon what was and was not achieved.
REF: Cognitive Domain: Analysis
Answer Location: A Revolution Still under Construction
Difficulty Level: Hard
13. What factors best define the U.S. form of government institutionally and fundamentally? Give specific examples where applicable.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.4: Describe the core features of American political institutions.
REF: Cognitive Domain: Application
Answer Location: The Structure of Institutions Affects How Citizens Participate
Difficulty Level: Hard
14. What is the difference between a capitalist system of economy and a laissez-faire system? Which of these does the United States have today? Explain.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.4: Describe the core features of American political institutions.
REF: Cognitive Domain: Analysis
Answer Location: The Structure of Institutions Affects How Citizens Participate
Difficulty Level: Medium
15. How did Dr. King’s political policies and actions impact the future of civil rights in America? What factors and techniques were most instrumental in the success of his movement?
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.5: Consider the ways in which the “Letter from Birmingham Jail” draws upon core American ideals
REF: Cognitive Domain: Analysis
Answer Location: Dr. King’s Affirmation of Natural Rights
Difficulty Level: Hard
16. Compare and contrast foundational sentiments of Dr. Martin Luther King Jr.’s “Letter from Birmingham Jail” with those included in Thomas Jefferson’s Declaration of Independence.
TOP: Learning Outcome: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.
KEY: Learning Objective: 1.5: Consider the ways in which the “Letter from Birmingham Jail” draws upon core American ideals.
REF: Cognitive Domain: Analysis
Answer Location: Dr. King’s Affirmation of Natural Rights
Difficulty Level: Medium
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Connected Book
Complete Test Bank | American Gov Stories of a Nation 2e
By Scott F. Abernathy