Practice Exam 1

Section I, Part A

55 minutes–55 Questions

    1. Directions: Section I, Part A of this exam contains 55 multiple-choice questions, organized into sets with corresponding historical sources. Each of the questions or incomplete statements is followed by four suggested answers or completions. Using both the provided sources and your own historical knowledge, select the best answer choice.

      1. Questions 1 and 2 refer to the excerpt below.

      2. “The pueblo communities were now to rid themselves for a time of their Spanish masters, whom they regarded as tyrants. Past efforts to shake off their fetters had only shown how tightly they were riveted. They were required to render implicit obedience, and to pay heavy tribute of pueblo products and personal service. . . . The Spaniards in their later gathering of testimony ignored this element of secular oppression, if, as can hardly be doubted, it existed, and represented the [Pueblo Revolt of 1680] to be founded exclusively, as it was indeed largely, on religious grounds.”

        Hubert Howe Bancroft, History of Arizona and New Mexico 1530–1888, 1889

      3. Which of the following contributed most directly to the success of the revolt described in the excerpt?

        1. The diversion of soldiers to fight Iroquois raiders along the border left Spanish authorities unable to suppress an internal uprising.
        2. The widespread famine resulting from flooding in the 1670s generated unrest among the Puebloan population.
        3. The violent and intense competition among various tribes in New Mexico over resources drastically decreased.
        4. The alliance between various Pueblo settlements allowed for a united front against the Spanish colonists.

      4. Which of the following later developments had an effect most similar to the conflict described in the excerpt?

        1. The Civil Rights Movement in the 1950s and 1960s
        2. Nat Turner’s Rebellion in 1831
        3. The Northwest Indian War in the 1780s and 1790s
        4. Pontiac’s Rebellion in the 1760s

      1. Questions 3–5 refer to the excerpt below.

      2. “Because no people can be truly happy, though under the greatest enjoyment of civil liberties, if abridged of the freedom of their consciences as to their religious professions and worship; . . . I do hereby grant and declare that no person or persons inhabiting in this province or territories, who shall confess and acknowledge one Almighty God to be the creator, upholder, and ruler of the world, and who professes him or herself to be obliged in conscience to live peaceably and quietly under the civil government, shall in any way be molested or prejudiced for his or her conscientious persuasion or practice. Nor shall her or she be compelled at any time to frequent or maintain any religious worship place or ministry contrary to his or her mind . . .”

        William Penn, Pennsylvania Charter of Privileges, 1701

      3. What departure from the other colonies in British North America is described in this excerpt?

        1. Pennsylvania did not have one established faith.
        2. Settlers in Pennsylvania were required to attend church services.
        3. Pennsylvania was the first to support religious tolerance for multiple Christian denominations.
        4. Puritan ideas were banned from the Pennsylvania colony.

      4. Which of the following is most similar to the ideas expressed in the excerpt?

        1. John Locke’s influence on the Enlightenment
        2. The Pilgrims’ theological beliefs in founding Plymouth
        3. John Winthrop’s ideal of the “city upon a hill”
        4. The rights granted in the Maryland Act of Toleration

      5. Which of the following documents expressed sentiments most similar to the excerpt?

        1. The Declaration of Independence
        2. The South Carolina Exposition and Protest
        3. The Bill of Rights
        4. The Alien and Sedition Acts

      1. Questions 6–8 refer to the excerpt below.

      2. “With the [cotton gin], a single operator could clean as much cotton in a few hours as a group of workers had once needed a whole day to do . . . Soon cotton growing spread into the upland South and beyond, within a decade the total crop increased eightfold . . . The cotton gin not only changed the economy of the South, it also helped transform the North. The large supply of domestically produced fiber was a strong incentive to entrepreneurs in New England and elsewhere to develop an American textile industry.”

        Alan Brinkley, American History: Connecting with the Past, 2014

      3. Based on this analysis, which of the following best describes the political and economic developments of the North and the South in the late eighteenth and early nineteenth centuries?

        1. The North and the South cooperated politically and economically to develop a successful textile industry.
        2. Both the North and the South depended upon legislation supporting slavery.
        3. The North and the South further separated because of rapid industrialization in the North and heavy dependence on agriculture in the South.
        4. As the South began to develop industrially, it became politically and economically independent of the North.

      4. The cotton gin’s impact on society is analogous to the impact of all of the following innovations EXCEPT 

        1. the assembly line
        2. the telegraph
        3. the sewing machine
        4. the application of steam power to factories

      5. Which of the following was a direct effect of the invention of the cotton gin?

        1. The invention of the steel plow
        2. The spread of the plantation system into Northern states
        3. The development of the Lowell factory system in New England
        4. The introduction of the factory system in the South

      1. Questions 9–12 refer to the map below.

      2. A map of the north eastern quadrant of the United States shows the original 13 states, and then the region between them and the Mississippi river divided into 14 sections. This shows Thomas Jefferson’s proposed divisions of the western territories that would create new states approximately equal to the original Thirteen Colonies.

        The map depicts Thomas Jefferson’s Land Ordinance of 1784.

      3. Based on the ideas outlined in this map, Thomas Jefferson intended which of the following?

        1. Western territories should be evenly divided into free and slave states.
        2. The United States should create states in the western territories on an equal level with the original Thirteen Colonies.
        3. Western territories should be sold off in 14 lots to pay off the national debt.
        4. The United States should purchase New Orleans as an outlet to the sea for the new western territories.

      4. Which of the following events prompted American migration into the western territories in the pre-revolutionary years?

        1. The Proclamation of 1763
        2. The English victory in The Seven Years’ War
        3. The authorization of writs of assistance
        4. The passage of the Declaratory Act

      5. As Americans began to migrate west of the Appalachian Mountains in the late eighteenth century, which of the following became the settlers’ most significant issue?

        1. The tenuous balance of free and slave states
        2. The development of industrialization
        3. The desire for free navigation of the Mississippi River
        4. The new states’ status compared to the original states

      6. As the United States grew westward, which of the following was the most significant departure from previous government policies toward American Indians?

        1. The Treaty of Greenville of 1795
        2. The Trail of Tears
        3. The Indian Appropriations Act of 1851
        4. The Dawes Severalty Act of 1887

      1. Questions 13–16 refer to the excerpt below.

      2. “We owe it, therefore, to candor and to the amicable relations existing between the United States and those powers to declare that we should consider any attempt on their part to extend their system to any portion of this hemisphere as dangerous to our peace and safety. With the existing colonies or dependencies of any European power we have not interfered, and shall not interfere. But with the Governments who have declared their independence, and maintain it, and whose independence we have, on great consideration and on just principles, acknowledged, we could not view any interposition for the purpose of oppressing them, or controlling in any other manner their destiny, by any European power in any other light than as the manifestation of an unfriendly disposition toward the United States.” 

        James Monroe, “Monroe Doctrine” speech, 1823

      3. Based on the excerpt, which of the following best describes the change in American foreign policy in 1823?

        1. An increased involvement in Europe and the extension of the American system into European nations
        2. An objective to protect the Western Hemisphere against European interference deemed unfriendly toward the United States
        3. An intention to end European colonialism in the Western Hemisphere
        4. An intention to overtake and rule nations in the Western Hemisphere previously colonized by European nations

      4. The ideals in the Monroe Doctrine augmented the ideals in which of the following previously established American policies?

        1. The concept of “free trade” in Jay’s Treaty
        2. The provision of “right of deposit” in Pinckney’s Treaty
        3. The idea of “no entangling alliances” in George Washington’s Farewell Address
        4. The acquisition of territory per the Greenville Treaty

      5. The United States maintained the foreign policy outlined in the Monroe Doctrine until

        1. the Mexican-American War
        2. the Union attempted to keep Britain and France out of the Civil War
        3. the Spanish-American War
        4. American participation in World War I

      6. The establishment of the Monroe Doctrine was a reaction to

        1. the outcome of the War of 1812
        2. attempts by European powers to reclaim Spanish colonies in the Western Hemisphere
        3. the unsettled results of the Napoleonic Wars in Europe
        4. European economic encroachment in the Western Hemisphere

      1. Questions 17–19 refer to the excerpt below.

      2. “I thank you, Dear Sir, for the copy you have been so kind as to send me of the letter to your constituents on the Missouri question . . . But this momentous question, like a fire bell in the night, awakened and filled me with terror. I considered it at once as the knell of the Union. It is hushed indeed for the moment. But this is a reprieve only, not a final sentence. A geographical line, coinciding with a marked principle, moral and political, once conceived and held up to the angry passions of men, will never be obliterated; and every new irritation will mark it deeper and deeper.” 

        Thomas Jefferson, letter to John Holmes, 1820

      3. In the excerpt above, Thomas Jefferson warned about

        1. the protective tariff
        2. the need for a geographical line to divide the entire nation
        3. the economic panic that began in 1819
        4. the divisive issue of slavery

      4. Which event exemplified Thomas Jefferson’s fear as described in the excerpt?

        1. the South Carolina Exposition and Protest
        2. the passage of the Indian Removal Act in 1830
        3. the violence of Bleeding Kansas
        4. the destruction of the U.S. Bank

      5. Which of the following best describes why Congress enacted a measure in response to the “Missouri question” in 1820?

        1. The federal government wanted to maintain the balance of free and slave states.
        2. Congressmen feared that expansion could worsen the effects of the Panic of 1819.
        3. The legislative branch was continuing to debate over the protective tariff.
        4. The federal government feared that expanding west of the Mississippi River would cause the Mexican government to react aggressively.

      1. Questions 20–24 refer to the excerpt below.

      2. “Yes, we are the nation of progress, of individual freedom, of universal enfranchisement. Equality of rights is the cynosure of our union of States, the grand exemplar of the correlative equality of individuals; and while truth sheds its effulgence, we cannot retrograde, without dissolving the one and subverting the other. We must onward to the fulfilment of our mission—to the entire development of the principle of our organization—freedom of conscience, freedom of person, freedom of trade and business pursuits, universality of freedom and equality. This is our high destiny, and in nature’s eternal, inevitable decree of cause and effect we must accomplish it. All this will be our future history, to establish on earth the moral dignity and salvation of man—the immutable truth and beneficence of God. For this blessed mission to the nations of the world, which are shut out from the life-giving light of truth, has America been chosen; and her high example shall smite unto death the tyranny of kings, hierarchs, and oligarchs, and carry the glad tidings of peace and good will where myriads now endure an existence scarcely more enviable than that of beasts of the field. Who, then, can doubt that our country is destined to be the great nation of futurity?”

        John L. O’Sullivan, on Manifest Destiny, 1839

      3. Based on the excerpt, what was the purpose of American expansion?

        1. To promote the ideals of equality and freedom
        2. To demonstrate American political superiority
        3. To promote mankind’s “only hope” for salvation 
        4. To avoid tyrannical rulers

      4. Who of the following would most strongly agree with the sentiments expressed in the excerpt above?

        1. A male Irish immigrant living in Boston
        2. A white male squatter from Tennessee
        3. A female factory worker in New England
        4. A plantation owner from Georgia

      5. The ideals in the excerpt are most similar to the motivations behind

        1. the annexation of Hawaii
        2. the takeover of the Philippines after the Spanish-American War
        3. the acquisition of American Samoa
        4. the liberation of Cuba from Spanish rule

      6. Which of the following events allowed for an almost immediate realization of the goals of Manifest Destiny in the 1840s?

        1. The Panic of 1837
        2. The election of war hero Zachary Taylor as president 
        3. The conclusion of the Indian removal policy enacted in the 1830s
        4. America’s victory in the Mexican-American War

      7. Which of the following environmental factors further developed the growing division between the North and the South during the antebellum period?

        1. The discovery of gold in California
        2. The extensive river systems in the Southwest, which allowed for more internal migration
        3. The fact that much of the new territory in the Mexican Cession was south of the 36°30' parallel
        4. The vast western mountains, which enabled the spread of slavery into the southwestern regions

      1. Questions 25–27 refer to the excerpt below.

      2. “Resolved, that it is both the part of patriotism and of duty to recognize no political principle other than THE CONSTITUTION OF THE COUNTRY, THE UNION OF THE STATES, AND THE ENFORCEMENT OF THE LAWS, and that, as representatives of the Constitutional Union men of the country . . . we hereby pledge ourselves to maintain, protect, and defend, separately and unitedly, these great principles of public liberty and national safety, against all enemies, at home and abroad; believing that thereby peace may once more be restored to the country; the rights of the People and of the States re-established, and the Government again placed in that condition of justice, fraternity and equality, which, under the example and Constitution of our fathers, has solemnly bound every citizen of the United States to maintain a more perfect union . . .” 

        Constitutional Union Party Platform, 1860

      3. This excerpt addresses which of the following continuing antebellum issues?

        1. The public debate over slavery
        2. The failure of compromise
        3. The debate over the Tariff of 1857
        4. The split between the Whigs and the Southern Democrats

      4. Which of the following was the main reason for the formation of the Constitutional Union Party for the election of 1860?

        1. To amend the Constitution
        2. To promote the equality of all citizens
        3. To avoid secession
        4. To protect the nation from all enemies

      5. The ideas expressed in the Constitutional Union Party platform most directly reflect which of the following?

        1. Justification for immigration restriction in the 1920s
        2. The passage of the Progressive Era’s amendments to the Constitution
        3. The Open Door trade policy
        4. Justification for America’s entry into World War I

      1. Questions 28 and 29 refer to the image below.

      2. A street is lined with the rubble of destroyed buildings.

        The photograph shows Carey Street in Richmond, Virginia, in 1865

      3. The impact of battles in the South, such as the siege of Richmond, affected the outcome of the American Civil War in which of the following ways?

        1. The destruction of the South’s economic infrastructure led to an unconditional surrender following military defeat.
        2. Angered by the wreckage, the South demanded and won reparations as a condition of surrender.
        3. Even with the destruction of the South, the Confederate army’s access to considerable resources caused the war to last longer than anticipated.
        4. The Civil War improved the wartime economy because jobs were created to rebuild areas damaged in battle.

      4. Which of the following was a strategy in the Union’s victory over the South?

        1. The capture of Richmond, the Confederate capital
        2. The sea blockade of the South
        3. The mobilization of free African American soldiers
        4. The use of formal military training by Union leadership

      1. Questions 30–32 refer to the excerpt below.

      2. “The laboring man in this bounteous and hospitable country has no ground for complaint. His vote is potential and he is elevated thereby to the position of man. Elsewhere he is a creature of circumstance, which is that of abject depression. Under the government of this nation, the effort is to elevate the standard of the human race and not to degrade it. In all other nations it is the reverse. What, therefore, has the laborer to complain of in America? By inciting strikes and encouraging discontent, he stands in the way of the elevation of his race and of mankind.” 

        Henry Clews, “The Folly of Organized Labor,” 1886

      3. Henry Clews’s opinion was most likely a reaction to which of the following?

        1. Rapid industrialization after the Civil War
        2. Increasing immigration to the United States from Europe
        3. Lack of work opportunities for Americans in factories
        4. Incidents such as the Great Railroad Strike of 1877 and the Haymarket Affair

      4. Which of the following groups would have most likely supported the sentiments of the previous excerpt?

        1. The American Federation of Labor 
        2. Opponents of labor unions
        3. Knights of Labor
        4. Industrial Workers of the World

      5. Which of the following twentieth-century events reflected similar sentiments to the excerpt?

        1. Creation of the War Labor Board during World War I
        2. Passage of the Taft-Hartley Act after World War II
        3. Passage of the Wagner Labor Relations Act of 1935
        4. Fair Deal proposals regarding labor

      1. Questions 33–35 refer to the excerpt below.

      2. “‘In our day the market rate determined the price of labor of all sorts, as well as of goods. The employer paid as little as he could, and the worker got as much. It was not a pretty system ethically, I admit; but it did, at least, furnish us a rough-and-ready formula for settling a question which must be settled then thousand times a day if the world was ever going to get forward. There seemed to us no other practical way of doing it.’

        ‘Yes,’ replied Dr. Leete, ‘it was the only practical way under a system which made the interests of every individual antagonistic to those of every other; but it would have been a pity if humanity could never have devised a better plan, for yours was simply the application to the mutual relations of men of the devil’s maxim, Your necessity is my opportunity.’”

        Edward Bellamy, the utopian novel Looking Backward, 2000–1887, 1888

      3. Which of the following best describes the social conditions in the United States when Bellamy wrote the excerpt?

        1. A political desire for economic equality for all
        2. A popular movement for the growth of large unions
        3. An unequal distribution of wealth
        4. A shortage of jobs

      4. Which of the following concepts was Bellamy criticizing?

        1. Rapid industrialization
        2. Unlimited immigration
        3. Mechanization of the workplace
        4. Unrestricted capitalism

      5. Which of the following groups from the antebellum era espoused ideas most closely resembling those expressed in Bellamy’s excerpt?

        1. Utopian communities
        2. Abolitionists
        3. Know-Nothings
        4. Transcendentalists

      1. Questions 36–38 refer to the excerpt below.

      2. “I am reminded of that evening in March, four years ago, when I made my first radio report to you. We were then in the midst of the great banking crisis. Soon after, with the authority of the Congress, we asked the Nation to turn over all of its privately held gold, dollar for dollar, to the Government of the United States. Today's recovery proves how right that policy was.

        But when, almost two years later, it came before the Supreme Court its constitutionality was upheld only by a five-to-four vote. The change of one vote would have thrown all the affairs of this great Nation back into hopeless chaos. In effect, four Justices ruled that the right under a private contract to exact a pound of flesh was more sacred than the main objectives of the Constitution to establish an enduring Nation. . . .

        The Court in addition to the proper use of its judicial functions has improperly set itself up as a third house of the Congress. . . . We have, therefore, reached the point as a nation where we must take action to save the Constitution from the Court and the Court from itself.”

        Franklin D. Roosevelt, On the Reorganization of the Judiciary, 1937

      3. Which of the following motivated Franklin D. Roosevelt’s proposal?

        1. Congress was beginning to question some of the more radical ideas of the New Deal that were introduced in FDR’s second term.
        2. FDR wanted to be able to appoint new Supreme Court justices, because the court had declared some of his key pieces of New Deal legislation unconstitutional.
        3. The Democratic Party began to react in a negative manner to the radical ideas of the New Deal.
        4. FDR’s second term was not as successful as his first, and he wanted more federal justices to help declare his ideas constitutional.

      4. Which of the following groups was generally most loyal to FDR’s proposals?

        1. Liberal Republicans
        2. Southern farmers
        3. Union Democrats
        4. Southern Democrats

      5. FDR’s relationship with the Supreme Court was similar to which of the following?

        1. Thomas Jefferson, in reaction to Marbury v. Madison
        2. Andrew Jackson, in reaction to Worcester v. Georgia
        3. Chester Arthur, in reaction to the Civil Rights Cases of 1883
        4. Grover Cleveland, in reaction to Plessy v. Ferguson

      1. Questions 39–41 refer to the excerpt below.

      2. “Our psychological and moral perceptions and our ponderous legal machinery had not kept pace with our money-winged, profit-dreaming business development. The industrially strong had been given what they wanted; the industrially weak might keep what they could hold against the subsidized strong. The small investor had a legal remedy, but little real protection. The consumer had less. The competitor had none. As for the worker, male or female, adult or child, skilled or unskilled, he had the right of a freedom of contract, but was not always himself economically free. . . . In 1876 — as now — the American Commonwealths were far behind the leading countries of Europe in laws regulating hours of labor, conditions of work, the prevention of accidents; in laws regulating truck stores, sweatshops, the employment of women, the employment of children.”

        Walter E. Weyl, economist, The New Democracy, 1912

      3. Which of the following events best illustrates economist Walter E. Weyl’s main argument?

        1. The development of the theory of Social Darwinism
        2. The Haymarket Affair
        3. The domination of the global oil industry by Andrew Carnegie
        4. The Populist movement

      4. Which of the following developments most encouraged monopoly capitalism?

        1. The assembly line
        2. The Bessemer process
        3. The Taylor scientific management system
        4. Vertical and horizontal integration

      5. The government’s strongest response to monopoly capitalism was its

        1. use of the Fifteenth Amendment to encourage further growth of big business
        2. passage of the Sherman Antitrust Act
        3. passage of the Clayton Antitrust Act
        4. ratification of the Hepburn Act

      1. Questions 42 and 43 refer to the excerpt below.

      2. “I saw drought devastation in nine states. I talked with families who had lost their wheat crop, lost their corn crop, lost their livestock, lost the water in their well, lost their garden and come through to the end of the summer without one dollar of cash resources, facing a winter without feed or food, facing a planting season without seed to put in the ground. That was the extreme case, but there are thousands and thousands of families on western farms who share the same difficulties. . . .

        I shall never forget the fields of wheat so blasted by heat that they cannot be harvested. I shall never forget field after field of corn stunted, earless and stripped of leaves, for what the sun left the grasshoppers took. I saw brown pastures which would not keep a cow on fifty acres.”

        President Franklin D. Roosevelt, Fireside Chat, “On Farmers and Laborers,” September 1936

      3. All of the following resulted from the Dust Bowl in the 1930s EXCEPT

        1. the migration of thousands from drought regions to the West
        2. increased unemployment
        3. the conversion of arid grassland to cultivated cropland 
        4. drought conditions for as many as eight years

      4. During this time period, many Americans migrated based on which of the following factors? 

        1. They were looking for work as the Great Depression gripped their hometowns.
        2. They sought better jobs due to the opportunities created by wartime industry.
        3. They were heading West to take advantage of the New Deal’s National Youth Administration program.
        4. Industrial jobs in northern cities attracted impoverished sharecroppers.

      1. Questions 44–46 refer to the excerpt below.

      2. “The truth is that the newest immigrants came for many of the same reasons as the old. They typically left countries where populations were growing rapidly and where agricultural and industrial revolutions were shaking people loose from old habit of life—conditions almost identical to those in nineteenth century Europe. And they came to America, as previous immigrants had done, in search of jobs and economic opportunity. Some came with skills and even professional degrees, from India or Taiwan or the former Soviet Union, and they found their way into middle-class jobs. But most came with fewer skills and less education, seeking work as janitors, nannies, farm laborers, lawn cutters, or restaurant workers.”

        David M. Kennedy and Lizabeth Cohen, The American Pageant, 2013

      3. Kennedy and Cohen’s interpretation of modern immigration can best be described as

        1. a description of how similar it was to the “old” immigration of the late nineteenth century
        2. an explanation of how it mirrors Irish immigration in the nineteenth century, as both types of immigration caused a nativist political party to form
        3. an illustration of many modern immigrants as skilled laborers who usually found work that paid low wages and required little skill 
        4. a recounting of how modern immigrants found little work or opportunity upon arrival

      4. Which of the following periods of immigration is most similar to the historical period described in the excerpt?

        1. The arrival of immigrants following the failed Revolutions of 1848
        2. The influx of French immigrants during the French Revolution and Napoleonic Wars
        3. The arrival of Chinese immigrants during the California Gold Rush
        4. The influx of refugees fleeing the Irish Potato Famine

      5. Which of the following groups would have been most likely to oppose Kennedy and Cohen’s interpretation of historical immigration?

        1. The Copperheads
        2. The Free Soil Party
        3. The Know-Nothings
        4. The Progressive Party

      1. Questions 47–50 refer to the image below.

      2. “POWER TO THE PEOPLE” (1972)

        A black and white image of a shouting African American with an upraised fist encircled by a chain against a background of multiple skyscrapers.

        "Support the Committee to Defend the Panther 21"

      3. The image most directly reflects which of the following developments during the late 1960s?

        1. The widespread mass protests against the Vietnam War
        2. The uneasy relations between LGBT activists and other left-wing groups
        3. The radicalization of the Student Nonviolent Coordinating Committee leadership
        4. The growing hostility among the New Left to the traditional Marxism

      4. Which of the following reflects how the Black Power movement’s approach differed from previous civil rights strategies?

        1. The Black Power movement peacefully protested in order to gain credibility and respect among Americans.
        2. The Black Power movement believed in the principle of integration to gain civil rights.
        3. The Black Power movement resorted to violence only when provoked.
        4. The Black Power movement encouraged followers to carry weapons and clash with police.

      5. Which of the following most directly led to the rise of the Black Power movement?

        1. Continued social inequality despite the passage of civil rights legislation in the 1960s
        2. Jim Crow laws enduring through the end of the 1960s
        3. The failure of school integration to foster equal opportunity for African Americans
        4. The disproportionate conscription of African American men to fight in the Vietnam War

      6. The Black Panthers’ position on equality and civil rights is most similar to

        1. the work of the suffragists in the nineteenth century
        2. the concern of progressives over the conditions of tenements in the early twentieth century
        3. the American Federation of Labor during the late nineteenth century
        4. the ideas espoused by Malcolm X in his support for the Black Muslim movement

      1. Questions 51–55 refer to the photograph below.

      2. A group of protesters hold up signs to save Sacco and Vanzetti and against the death sentence.

        The photograph shows a protest against the death sentences of Sacco and Vanzetti, Italian-born American anarchists convicted of murder in 1921

      3. The case of Nicola Sacco and Bartolomeo Vanzetti illustrates which of the following debates in U.S. history?

        1. The injustice of nativism
        2. The “beyond a reasonable doubt” requirement
        3. Freedom of the press
        4. Freedom of speech 

      4. Which of the following groups at the time would have most likely supported the sentiments shown in the photograph?

        1. U.S. businessmen
        2. U.S. lawmakers
        3. U.S. immigrants
        4. U.S. soldiers

      5. Which amendment most directly provides United States citizens with the ability to engage in the type of protest illustrated in the photograph?

        1. The Eighth Amendment
        2. The Fifth Amendment
        3. The Third Amendment
        4. The First Amendment

      6. Which of the following is a reason the case of Sacco and Vanzetti gained worldwide attention?

        1. Demonstrators hoped to be arrested to show solidarity with Sacco and Vanzetti.
        2. American protesters organized demonstrations around the world.
        3. Demonstrators believed that the courts may have been prejudiced against Sacco and Vanzetti.
        4. The demonstrations led to changes in the way evidence was gathered.

      7. The ideas expressed in the photograph above most directly reflect which of the following continuities in United States history?

        1. Debates about the judicial system
        2. Debates about immigration
        3. Debates about labor practices
        4. Debates about states’ rights

Section I, Part B

  1. Directions: Section I, Part B of this exam consists of short-answer questions. You must respond to Questions 1 and 2. For your final response, you must choose to answer Question 3 or Question 4. In your responses, be sure to address all parts of the questions, using complete sentences.

  2. “The French and Indian War was the North American conflict in a larger imperial war between Great Britain and France known as the Seven Years’ War. The war provided Great Britain enormous territorial gains in North America, but disputes over paying the war’s expenses and Britain’s authority over the colonies led to colonial discontent, and ultimately to the American Revolution. . . . Unfortunately for the British, the fruits of victory brought seeds of trouble with Great Britain’s American colonies. The war had been enormously expensive, and the British government’s attempts to impose taxes on colonists to help cover these expenses resulted in increasing colonial resentment of British attempts to expand imperial authority in the colonies. These disputes ultimately spurred colonial rebellion, which eventually developed into a full-scale war for independence.”

    U.S. Department of State, Office of the Historian, “French and Indian War/Seven Years’ War, 1754–63”

    “During the negotiations for peace, the French minister for foreign affairs had frankly warned the British envoy that the cession of Canada would lead to the early independence of North America. Unintimidated by the prophecy, England happily persisted. So soon as the sagacious and experienced Vergennes, the French ambassador at Constantinople. . . heard the conditions of the treaty, he said to his friends, and even openly to a British traveller, and afterwards himself recalled his prediction to the notice of the British ministry: “The consequences of the entire cession of Canada are obvious. I am persuaded England will ere long repent of having removed the only check that could keep her colonies in awe. They stand no longer in need of her protection; she [Britain] will call on them [the colonists] to contribute toward supporting the burdens they have helped to bring on her, and they will answer by striking off all dependence.”

    George Bancroft, historian, History of the United States of America (Vol. II), 1886

    1. Briefly describe ONE major difference between the U.S. Department of State’s and Bancroft’s historical interpretations of colonial discontent with the British.
    2. Briefly explain how ONE specific historical event or development during the period 1700–1776 that is not explicitly mentioned in the excerpts could be used to support the U.S. Department of State’s interpretation.   
    3. Briefly explain how ONE specific historical event or development during the period 1700–1776 that is not explicitly mentioned in the excerpts could be used to support Bancroft’s interpretation.
  4. Four women hold signs addressed to the president demanding liberty for women. One banner reads, Mr President, You say Liberty is the Fundamental Demand of the Human Spirit. Another banner reads, Mr President, how long must women wait for liberty.

    Photograph of National Woman’s Party picketers outside the White House, 1917

  5. Using the image, answer (a), (b), and (c).

    1. Briefly describe ONE perspective about women’s rights expressed in the image.
    2. Briefly explain ONE specific historical development or circumstance from 1848 to 1917 that led to demonstrations such as the one depicted in the image.
    3. Briefly explain ONE difference between the women’s rights movement in the period 1848–1920 and the women’s rights movement in the period 1950–1980.

  6. Choose EITHER Question 3 or Question 4.

  7. Answer (a), (b), and (c), confining your response to the period 1491 to 1800.

    1. Briefly describe ONE specific historical similarity between the impact of trade exchanges in the Atlantic economy on Africans and their impact on American Indians.
    2. Briefly describe ONE specific historical difference between the impact of trade exchanges in the Atlantic economy on Africans and their impact on American Indians.
    3. Briefly explain ONE specific historical effect of the Atlantic economy on the British colonies in North America.

  8. Answer (a), (b), and (c).

    1. Briefly describe ONE historical similarity between the reform movements of the Progressive Era and the reform movements during the 1960s and 1970s.
    2. Briefly describe ONE historical difference between the reform movements of the Progressive Era and the reform movements during the 1960s and 1970s.
    3. Briefly explain ONE specific historical effect of either the reform movements of the Progressive Era or the reform movements during the 1960s and 1970s.