Politics Of The American Founding Test Bank Answers Ch.3

Test Bank

Chapter 3: Politics of the American Founding

Multiple Choice

1. Early colonists came to America ______.

a. for a wide range of economic and political agendas as well as for religious and philosophical reasons

b. solely to set up a democratic political system

c. solely to obtain land

d. mainly to avoid the widespread poverty and economic depression that was sweeping Europe

e. solely to escape religious persecution

Learning Objective: 3.1: Describe the power relationships among different groups in colonial America.

REF: Cognitive Domain: Knowledge

Answer Location: Politics of the American Founding

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

2. Which of the following began colonization in the North America prior to the British?

a. Italy

b. Spain

c. Russia

d. Sweden

e. Denmark

Learning Objective: 3.1: Describe the power relationships among different groups in colonial America.

REF: Cognitive Domain: Knowledge

Answer Location: Politics in the English Colonies

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

3. All of the following statements concerning voting qualifications in the colonies are true EXCEPT ______.

a. property qualifications were less restrictive in the colonies than in England

b. property qualifications were more important than religious or moral qualifications

c. the justification for property qualifications was the belief that property owners had a greater stake in the community

d. in some cases, there were fewer restrictions on voting in the colonial period than in the early years after the revolution

e. they were irrelevant because the colonists did not elect anyone

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: Politics in the English Colonies

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

4. Slavery in the American colonies ______.

a. was introduced by English settlers from Barbados in the late 1600s

b. was introduced as a policy of the English government in the early 1700s

c. was introduced as part of the charters establishing the southern colonies

d. did not become important until after the Revolution, with the invention of the cotton gin

e. was established in the northern colonies first

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Knowledge

Answer Location: Politics in the English Colonies

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

5. Which of the following was a direct result of the French and Indian War?

a. British debt skyrocketed.

b. France gained territory in North America.

c. Spain acquired Florida.

d. Colonists carried out the Boston Tea Party.

e. The British vacated Canada.

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

6. Ideas of political change and challenges to British ideology were largely a result of American acceptance of the political ideas of ______.

a. Thomas Hobbes

b. Patrick Henry

c. John Calvin

d. John Locke

e. Plato

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Knowledge

Answer Location: The Split from England

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

7. The British government imposed taxes that the colonists resented in order to ______.

a. pay for the debt created by the French and Indian War

b. punish the colonists for acts of rebellion

c. pay for slaves England was shipping to the colonies

d. pay for the lavish lifestyles of the English nobility

e. shift the burden of the European wars from the people at home to the colonists

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Knowledge

Answer Location: The Split from England

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

8. In regard to the treatment of King George III in the Declaration of Independence, the authors of your text point out all of the following EXCEPT ______.

a. he was unaware of the idea of a social contract, so he did not realize he was “violating” it

b. the goal of the Declaration was to discredit King George III

c. he was certainly a tyrant whose acts justified the revolution

d. many of the actions credited to the king in the Declaration were acts of Parliament

e. many of the acts the colonists complained about were normal acts of colonial power

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

9. The Declaration of Independence was first and foremost a(n) ______.

a. philosophical treatise

b. political document

c. attempt to persuade King George III to listen to the colonies

d. plan of action

e. moral argument opposing slavery in the colonies

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Knowledge

Answer Location: The Split from England

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

10. Whom did the Continental Congress direct to author the Declaration of Independence?

a. Benjamin Franklin

b. James Madison

c. John Adams

d. Thomas Jefferson

e. Samuel Adams

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Knowledge

Answer Location: The Split from England

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

11. The authors of your text suggest that Thomas Jefferson might have changed John Locke’s argument for government for the protection of property to government for protection of “the pursuit of happiness” because Jefferson ______.

a. liked the sound of “pursuit of happiness” better

b. was trying to avoid the suggestion the Declaration was arguing for the protection of slavery

c. could not remember what Locke had actually said

d. was trying to gain the support of those who had little property to protect

e. wanted to reflect the views of the colonists

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Knowledge

Answer Location: The Split from England

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

12. According to Locke’s social contract theory argument, citizens are obliged to obey the laws so long as their government protects their rights to ______.

a. life, liberty, and the pursuit of happiness

b. life, property, and the pursuit of happiness

c. life, liberty, and health

d. life, health, and property

e. life, liberty, and property

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Knowledge

Answer Location: The Split from England

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

13. What did the delegates to the Constitutional Convention have in common?

a. They were well educated and wealthy.

b. They were all strong states’ rights advocates.

c. They were all from the northern colonies.

d. None of them wished to scrap the Articles of Confederation.

e. They were well educated and elderly.

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Comprehension

Answer Location: The Constitutional Convention

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

14. When he argued that “all men are equal,” John Locke stated all of the following EXCEPT ______.

a. slavery is an unjustified evil

b. men are naturally equal

c. there are many justified differences in the treatment of men in society

d. age or virtue may justify differences of treatment in society

e. there are differences in men’s natural abilities that justify differences in the social status of men

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

15. The difference between the Native American view of property and the European view of property was that ______.

a. Native Americans believed in private property, whereas the Europeans believed in communal property

b. Native Americans believed in communal property, whereas the Europeans believed in private property

c. Native Americans believed that all property was owned by the tribal chief, whereas the Europeans believed property could be owned by any citizen

d. Native Americans believed in communal property, whereas the Europeans believed that all property was owned by the monarch

e. Native Americans believed property belonged to the tribe, whereas the Europeans believed all property was owned solely by God

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Application

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

16. Under the Articles of Confederation, Congress had all of the following powers EXCEPT the power to ______.

a. make treaties

b. coin money

c. direct the armed forces

d. decide matters of war and peace

e. tax

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Comprehension

Answer Location: The Articles of Confederation

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

17. Under the Articles of Confederation, the rights and obligations of citizens were ______.

a. stated explicitly

b. determined by each state constitution

c. negotiated among the several states

d. covered by the Declaration of Independence

e. left to be determined by Congress after the adoption of the Articles

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Knowledge

Answer Location: The Articles of Confederation

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

18. Which of the following had the greatest impact on the final constitution?

a. Thomas Jefferson

b. Ben Franklin

c. Patrick Henry

d. James Madison

e. Edmund Randolph

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

19. During the period of time when the United States was governed by the Articles of Confederation, elites came to fear tyranny by the ______.

a. king

b. legislature

c. judiciary

d. political parties

e. people

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Knowledge

Answer Location: The Articles of Confederation

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

20. Shays’s Rebellion demonstrated ______.

a. strong opposition to the Declaration of Independence

b. the frustration of debtors and the failure of the Articles of Confederation

c. the need for additional courthouses to process foreclosures

d. the unpopularity of the Revolutionary War

e. the power of England to stir up trouble in the new United States

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Knowledge

Answer Location: The Articles of Confederation

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

21. What did James Madison mean when he stated that the Founders needed to “discover a republican remedy for those diseases most incident to republican government”?

a. A Bill of Rights needed to be added to the Constitution.

b. Government had to contain the will of the people even though it was based on the will of the people.

c. The country needed to develop a court system to address the conflicting rights of citizens.

d. The country needed stronger state governments only in order to control the people.

e. The federal government needed to have the ability to collect taxes to provide services for citizens.

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Knowledge

Answer Location: The Articles of Confederation

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

22. The delegates to the Constitutional Convention were ______.

a. the most educated, powerful, and wealthy citizens of the new country

b. young merchants who wanted to achieve economic success

c. mainly farmers

d. ordinary Americans who confronted great challenges

e. made up entirely of the leaders of the Revolutionary Army

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

23. All of the following statements concerning the members of the Constitutional Convention are true EXCEPT ______.

a. most of them were relatively young

b. most of them wanted only to modify the Articles of Confederation

c. they were highly educated

d. they were politically experienced

e. they were members of the nation’s economic and social elite

Ants: B

KEY: Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Comprehension

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

24. The central goal of the delegates to the Constitutional Convention was to ______.

a. increase the power of the states

b. increase the power of the people

c. decrease the power of the national government

d. increase the power of the national government

e. increase the democratic nature of the government

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

25. The Founders adopted a federal political system ______.

a. because they hoped King George III would approve such an arrangement

b. because they were inspired by the writings of John Locke, who advocated such an arrangement

c. as a return to an ancient form of government

d. because a division of sovereignty between a central government and regional governments is a basic principle of democracy

e. as a compromise between those who wanted a strong central government and those who wanted to retain strong state governments

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

26. According to the Federalists, the advantage of federalism over a confederation was that it would ______.

a. give city governments significant amounts of power

b. divide power between the federal and state governments

c. give all the power to state governments

d. lead to the elimination of slavery

e. eliminate state governments

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

27. Under the original Virginia Plan, which of the following would have appointed the chief executive?

a. the judiciary

b. the legislature

c. the Senate

d. the House of Representatives

e. the Electoral College

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

28. To prevent one person from possessing too much power the New Jersey Plan called for ______.

a. a multiperson executive

b. a bicameral legislature

c. a unicameral legislature

d. a national judiciary

e. an appointed executive

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

29. In drafting the Constitution, the Founders ______.

a. adopted the Virginia Plan completely

b. adopted the New Jersey Plan completely

c. rejected totally both the New Jersey Plan and the Virginia Plan

d. drew primarily from the Virginia Plan

e. drew primarily from the New Jersey Plan

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

30. The Great Compromise ______.

a. provided strong powers to the state governments

b. established slaves as equal to three-fifths of a person when totaling populations for both representation and taxation

c. established a legislature with equal representation for each state in the Senate and representation by state population in the House

d. limited the importation of slaves for twenty years

e. created a confederate system of government

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

31. The way the Founders treated slavery in the Constitution indicated that ______.

a. it was not an important issue at the convention

b. they wanted to use the Constitution as a way to phase out slavery

c. they were unified in their desire to eventually eliminate it

d. they were united in their desire to protect it

e. it was such a divisive issue that they did not dare to mention it directly

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

32. Under the Three-Fifths Compromise, ______.

a. each slave would count as three-fifths of a person for purposes of representation in the House of Representatives

b. three-fifths of the states would have to ratify the Constitution for it to take effect

c. a three-fifths majority of the Senate would be required to adopt a treaty

d. three-fifths of the states would have to agree to constitutional amendments

e. three-fifths of the members of the Senate would have to vote to impeach a president

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

33. The group that believed in strong national power and supported the new constitution was the ______.

a. Jacksonian Democrats

b. New Nationalists

c. Federalists

d. Whigs

e. Jeffersonian Republicans

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

34. The Federalists believed that human tendencies toward ambition and corruption should be dealt with by ______.

a. socializing citizens to make decisions according to civic virtue

b. ignoring these characteristics because most people are basically good

c. creating institutions that made use of those characteristics to produce good outcomes

d. governing through monarchy

e. concentrating power in a legislature

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: Ratification

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

35. The Anti-Federalists feared the adoption of the Constitution would lead to ______.

a. a great deal of corruption in government

b. a weak national government

c. attacks on property rights

d. popular tyranny

e. attacks on slavery

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: Ratification

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

36. All of the following statements concerning The Federalist Papers are true EXCEPT that they ______.

a. were published as editorials in support of the ratification of the Constitution

b. remain important as a source of insight into the arguments for the Constitution

c. were written by James Madison, Alexander Hamilton, and John Jay

d. were intended as a philosophical treatise in support of democracy

e. are one of the main texts on early American politics that we have today

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Comprehension

Answer Location: Ratification

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

37. Groups that are united by some common passion or interest, opposed to the rights of other citizens, or opposed to the interests of the community as a whole are known as ______.

a. political caucuses

b. political parties

c. segregationists

d. minorities

e. factions

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: Ratification

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

38. In Federalist No. 10, James Madison warned against the dangers of ______.

a. bureaucrats

b. slavery

c. political elites

d. factions

e. campaign contributions

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: Ratification

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

39. According to James Madison, the effects of factions are best managed by ______.

a. “pure democracy”

b. the judiciary

c. the use of force

d. a large republic

e. the legislative branch

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: Ratification

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

40. James Madison believed that factions were particularly dangerous to a republic because ______.

a. they would create a split between the North and the South

b. they would likely pit the haves and have-nots against each other

c. they would try to eliminate the system of checks and balances in the Constitution

d. they would likely create tension between minorities

e. certain factions might replace the legislature

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: Ratification

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

41. The authors of your textbook argue that one of the reasons America’s relationship with England began to sour was that ______.

a. the colonists began to revolt against British taxes

b. the French and Indian War started

c. the Sons of Liberty were formed

d. a distinct American identity developed

e. Britain was declared off limits to colonial trade

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

42. In Federalist No. 51, what government structure did James Madison recommend to ensure “ambition . . . be made to counteract ambition”?

a. direct democracy

b. a bicameral legislature

c. an executive branch with unchecked power

d. separation of powers among the branches of federal government

e. a unicameral legislature

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: Ratification

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

43. One argument made in The Federalist Papers that was clearly rejected was that ______.

a. there was no need for a Bill of Rights in the Constitution

b. factions could be controlled by a large republic

c. federalism was a workable form of government

d. the national government would not become too strong under the proposed system

e. the president would not be too strong under the proposed system

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: Ratification

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

44. Which of the following were generally first to ratify the Constitution?

a. New England states

b. northern states

c. small states

d. large states

e. southern states

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: Ratification

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

45. In the early days of the Revolution, the narrative regarding the locus of power within the colonies was spread by which means?

a. word of mouth

b. newspapers

c. spies

d. Common Sense

e. the Declaration of Independence

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

46. Which of the following statements best describes the distribution of power during the founding period?

a. Divisiveness among the nation’s elites typically led to stalemates.

b. The nation was composed of competing elites.

c. The nation’s elites went to great lengths to promote equality among ordinary citizens.

d. The nation’s elites were particularly concerned with promoting voters’ rights.

e. With the rise of popular democracy, the influence of elites declined dramatically.

Learning Objective: 3.6: Explain the role of everyday citizens in the founding of the United States.

REF: Cognitive Domain: Comprehension

Answer Location: The Citizens and the Founding

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

47. In what year did the Boston Massacre occur?

a. 1776

b. 1775

c. 1770

d. 1773

e. 1777

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

48. Whom do the authors of your textbook suggest provoked the Boston Massacre?

a. the Daughters of Liberty

b. the Continental Congress

c. the Confederation government

d. the Sons of Liberty

e. Thomas Paine

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Knowledge

Answer Location: The Split from England

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

49. Which of the following declared the Coercive Acts void?

a. the Second Continental Congress

b. the Confederation government

c. the Sons of Liberty

d. the Daughters of Liberty

e. the First Continental Congress

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Knowledge

Answer Location: The Split from England

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

50. Which of the following was one of the ways that women engaged directly in political behavior during the Revolution?

a. They participated in boycotts.

b. They wrote pamphlets in support of independence.

c. They cared for wounded soldiers.

d. They sewed flags.

e. They held spinning bees.

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

51. Despite their many shortcomings, the Articles of Confederation did do some things well including ______.

a. the resolution of boundary disputes

b. providing economic stability

c. funding the Revolutionary War

d. raising the Continental Army

e. asserting federal authority

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Comprehension

Answer Location: The Articles of Confederation

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

52. In their pursuit of equality after the American Revolution some state legislatures passed laws designed to help ______.

a. the middle class

b. the wealthy

c. farmers

d. Native Americans

e. free blacks

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Comprehension

Answer Location: The Articles of Confederation

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

53. After the Revolution some states printed paper money as a means of ______.

a. helping pay off war debt

b. encouraging interstate trade

c. helping to relieve suffering

d. stabilizing the currency supply

e. supporting the Confederation government

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Comprehension

Answer Location: The Articles of Confederation

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

54. During the Revolution the British sometimes offered slaves their freedom in exchange for ______.

a. provisions and shelter

b. service in the British army

c. intelligence about the colonial army

d. money

e. agreeing not to take up arms against the British

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Knowledge

Answer Location: The Split from England

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

55. Prior to the Revolution approximately how many American blacks were free?

a. 10 percent

b. 5 percent

c. 3 percent

d. 15 percent

e. 20 percent

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Knowledge

Answer Location: The Split from England

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

56. In what city was the Constitutional Convention held?

a. New York

b. Williamsburg

c. Charleston

d. Boston

e. Philadelphia

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

57. Why did some delegates refuse to attend the Constitutional Convention?

a. They believed it to be illegal.

b. The convention was too far distant from their homes.

c. Their first obligation was to their state government.

d. They were angry because not all socioeconomic classes were represented.

e. They feared British retaliation against the delegates.

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Comprehension

Answer Location: The Constitutional Convention

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

58. Slavery appeared in the Constitution for the first time through which Amendment?

a. the Fourteenth

b. the Sixteenth

c. the Eleventh

d. the Thirteenth

e. the Twelfth

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: The Constitutional Convention

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

59. The Three-Fifths Compromise was based upon a formula that was originally devised to do which of the following?

a. allocate tax assessments

b. settle boundary disputes

c. enumerate voters

d. provide poor relief

e. determine representation in congress

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Comprehension

Answer Location: The Constitutional Convention

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

60. Which of the following states initially refused to call a state convention for purposes of voting on the constitution?

a. New York

b. Virginia

c. Rhode Island

d. North Carolina

e. Maryland

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Knowledge

Answer Location: Ratification

Difficulty Level: Easy

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

True/False

1. During the earliest days of British colonization of North America, the Native Americans assisted the colonists in surviving their new environment.

Learning Objective: 3.1: Describe the power relationships among different groups in colonial America.

REF: Cognitive Domain: Comprehension

Answer Location: Politics in the English Colonies

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

2. The British government imposed taxes that the colonists resented in order to pay for the infrastructure created by the French and Indian War.

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

3. The Declaration of Independence was first and foremost a political speech.

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

4. Under the Articles of Confederation, the rights and obligations of citizens were determined by each state constitution.

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Comprehension

Answer Location: The Articles of Confederation

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

5. Shays’s Rebellion was a grassroots uprising during the confederation period by armed Massachusetts farmers protesting foreclosures.

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Comprehension

Answer Location: The Articles of Confederation

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

6. While Native Americans believed in private property, Europeans arrived in the New World with notions of communal or shared use of property.

Learning Objective: 3.1: Describe the power relationships among different groups in colonial America.

REF: Cognitive Domain: Comprehension

Answer Location: Politics in the English Colonies

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

7. The Coercive Acts of 1774 were designed to punish the British Parliament for their attempts to strong-arm Massachusetts colonists into submission.

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

8. In the years preceding the American Revolution, the British government offered American colonists representation in the British parliament after they began protesting about suffering taxation without representation.

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

9. In the Declaration of Independence, Thomas Jefferson argues that George III is a tyrant who is to blame for the American colonists’ desire to separate from Britain.

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

10. Under the Articles of Confederation, states were not permitted to print their own currency.

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Comprehension

Answer Location: The Articles of Confederation

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

Short Answer

1. What four groups competed for control of the North American continent in the early years of exploration and colonization?

Learning Objective: 3.1: Describe the power relationships among different groups in colonial America.

REF: Cognitive Domain: Comprehension

Answer Location: Politics in the English Colonies

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

2. Name two reasons why early colonists left England.

Learning Objective: 3.1: Describe the power relationships among different groups in colonial America.

REF: Cognitive Domain: Comprehension

Answer Location: Politics in the English Colonies

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

3. Why did the Founders adopt a federal system of government?

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Comprehension

Answer Location: The Constitutional Convention

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

4. What impact did the French and Indian War have on French and Spanish colonization efforts in North America?

Learning Objective: 3.1: Describe the power relationships among different groups in colonial America.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

5. Following the British victory in the French and Indian War, what allowed the colonists to resist British efforts to tax the colonists?

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

6. In what way did Thomas Paine’s pamphlet Common Sense influence the views of colonial leaders toward Britain and the Revolution?

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Comprehension

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

7. What formal powers did Congress possess under the Articles of Confederation?

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Comprehension

Answer Location: The Articles of Confederation

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

8. Explain why John Adams labeled the period of American history immediately following the Revolution as “this critical period.”

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Application

Answer Location: The Articles of Confederation

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

9. Why did the Federalists require only a minimum of nine colonies to ratify the Constitution in order for it to be formally adopted?

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Comprehension

Answer Location: Ratification

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

10. Why did some Federalists argue against the perceived need for a Bill of Rights?

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Comprehension

Answer Location: Ratification

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

Essay

1. Enlightenment philosophers, such as John Locke, had a new vision about the roles of government and citizenship. How did Locke’s vision differ from the views of government and citizenship up until that time? In what ways did his writings influence the Founding Fathers?

Learning Objective: 3.2: Outline the events and political motivations that led to the colonies’ split from England.

REF: Cognitive Domain: Analysis

Answer Location: The Split from England

Difficulty Level: Hard

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

2. Why did the Articles of Confederation ultimately fail?

Learning Objective: 3.3: Explain who won and who lost under the Articles of Confederation.

REF: Cognitive Domain: Application

Answer Location: The Articles of Confederation

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

3. Identify and discuss the three major compromises adopted at the Constitutional Convention. What issue did each compromise address? What were the concerns of each side? How was the compromise achieved? How well do you think each of the compromises has worked?

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Application

Answer Location: The Constitutional Convention

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

4. What were the two major plans presented at the Philadelphia Convention, and what were the major provisions of each? How were the plans reconciled? Who do you think the winners and the losers were at the Constitutional Convention? Why do you think the winners were winners and the losers were losers?

Learning Objective: 3.4: Identify the competing narratives, goals, and compromises that shaped the Constitution.

REF: Cognitive Domain: Application

Answer Location: The Constitutional Convention

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

5. Explain the nature of the conflict between the Federalists and Anti-Federalists. Who were likely to be Federalists and Anti-Federalists? How did each group view human nature and the role of government?

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Application

Answer Location: Ratification

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

6. In Federalist No. 10, James Madison wrote about the danger of factions. Why did Madison think factions were problematic, and how would the new Constitution keep them under control?

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Application

Answer Location: Ratification

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

7. Explain James Madison’s statement that “ambition must be made to counteract ambition.”

Learning Objective: 3.5: Summarize the debate over ratification of the Constitution.

REF: Cognitive Domain: Application

Answer Location: Ratification

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

8. Explain the impact of religion, property, gender, and race on political participation in colonial America.

Learning Objective: 3.1: Describe the power relationships among different groups in colonial America.

REF: Cognitive Domain: Application

Answer Location: Politics in the English Colonies

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

9. Discuss the role played by African Americans in the American Revolution.

Learning Objective: 3.1: Describe the power relationships among different groups in colonial America.

REF: Cognitive Domain: Application

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.

10. Discuss the role played by women in the American Revolution.

Learning Objective: 3.1: Describe the power relationships among different groups in colonial America.

REF: Cognitive Domain: Application

Answer Location: The Split from England

Difficulty Level: Medium

TOP: SAGE Learning Outcomes for American Government: Articulate the foundations of American government, including its history, critical concepts, and important documents and achievements.