Chapter 9 Practice Test 2012

Multiple Choice Identify the choice that best completes the statement or answers the question.

____ 1. The Convention of 1818 affected the boundaries of the United States by a. establishing a border between the United States and Canada extending to the Rocky Mountains. b. giving the United States control of the natural resources and waterways of Oregon Country. c. expanding the boundaries of the United States further west by opening up Texas. d. granting Florida to the United States, along with full control of the Atlantic Coast.

____ 2. What finally convinced Spanish leaders to settle disputes with the United States over Florida in 1819? a. the growing number of runaway slaves in Florida b. the rise of the Seminole Indians in Florida c. General Jackson’s presence in Florida d. President Monroe’s influence in Florida

____ 3. President Monroe was concerned when Mexico became independent from Spain in 1821 because he thought that a. European powers might have backed the revolution. b. Mexico would permanently close its borders to the United States. c. Mexico would now try to overtake some U.S. territories. d. European powers might try to colonize new Latin American countries.

____ 4. The Monroe Doctrine affected U.S. relations with Europe by a. allowing European nations to continue to colonize U.S. territories with the permission of the United States. b. giving the United States permission to take over any territories previously occupied by a European nation. c. preventing the United States from interfering with any future conflicts or wars between European nations. d. eliminating U.S. control of territories that had previously been owned by European nations.

____ 5. Why did American leaders support Latin American struggles for independence from Spain in the early 1820s? a. Latin America nations had supported the United States during the American Revolution. b. The struggles of Latin American nations reminded U.S. leaders of their country’s fight for independence. c. The United States hoped to colonize Spain. d. Spain was acting against the Monroe Doctrine.

____ 6. Study the quotation below and answer the question that follows. “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.”

These words by President Monroe a. told Americans and the world what the United States would view as a threat. b. rallied Americans in support of Mexico’s struggle for independence. c. punished European nations for their efforts to suppress individual rights. d. bullied Europeans into refusing to give aid to nations in the western hemisphere.

____ 7. The primary goal of Henry Clay’s American System was to a. prevent foreign wars from affecting the United States. b. industrialize the smaller towns in the United States. c. create a sense of nationalism in the United States. d. make the United States economically independent.

____ 8. Why were some members of Congress against using federal funds to build roads, canals, and railroads in the United States? a. They felt that the U.S. transportation system did not need improvement. b. They felt that the United States could not afford to make the improvements. c. They believed that funding such improvements was unconstitutional. d. They believed that funding such improvements would create regional conflicts.

____ 9. The decisions in the cases of McCulloch v. Maryland and Gibbons v. Ogden strengthened the feeling of national unity in the United States by a. reinforcing the power of the federal government. b. regulating interstate commerce. c. strengthening pride in state governments. d. permitting all Americans to use the same currency.

____ 10. The Cumberland Road was the first U.S. road a. built by the federal government. b. that reached from the Atlantic to the Pacific. c. built using bulldozers and steamrollers. d. that was limited to commercial use.

____ 11. Study the map below and answer the question that follows. Which part of the United States did not allow slavery in 1820? a. southeast b. southwest c. northeast d. northwest

____ 12. Which of the following was a consequence of the Missouri Compromise? a. Missouri entered the Union as an independent territory. b. The practice of slavery was pronounced unconstitutional. c. Free states won a majority in the House of Representatives. d. An equal balance between free and slave states was maintained.

____ 13. During the 1820s, sectionalism grew in the United States. Sectionalism is when a. citizens develop increased feelings of pride and devotion to their nation. b. politicians disagree over the interests of different regions. c. the federal government places a group on a reservation to prevent conflict. d. a state breaks off from a nation and declares its independence.

____ 14. How did the Missouri Compromise contribute to the eventual abolition of slavery? a. It banned the use of slaves in all federal government facilities. b. It gave representatives of free states a permanent advantage in Congress. c. It prohibited slavery in states and territories north of Missouri’s southern border. d. It allowed abolitionists to distribute propaganda in the Missouri legislature.

____ 15. Which statement about the election of 1824 is true? a. Most people did not think a military leader could be a good political leader. b. The winner of the popular vote did not have enough electoral votes to win the election. c. The legislature appealed to the Supreme Court to decide the election. d. Many people based their votes on their opinions about slavery.

____ 16. The winner in the presidential election of 1824 was chosen by the a. majority of voters. b. electoral college. c. Supreme Court. d. House of Representatives.

____ 17. What literary style did writer Washington Irving make popular in the United States in the early 19th century? a. epic poetry b. historical fiction c. autobiography d. satire

____ 18. Why are the works of James Fenimore Cooper so significant to American literary history? a. He created works that inspired people to expand westward in the United States. b. He created works that connected European traditions and new American traditions. c. He popularized satire, a humorous style of writing that aims to instruct and educate its readers. d. He popularized historical fiction, a type of writing that places fictional characters in actual historical settings.

____ 19. Washington Irving’s “Rip Van Winkle” is an example of which message in his work? a. Life should be lived in the moment. b. Learn from the past and be cautious about what the future holds. c. The future is brighter than the present. d. Fate decides the future and any attempts to change it are in vain.

____ 20. The writings of Washington Irving and James Fenimore Cooper inspired painters in the United States to a. show the history and natural beauty of America in their work. b. include traditional European styles in their work. c. focus on portraits of ordinary Americans. d. choose subjects that challenged American ideals.

____ 21. Hudson River school paintings reflected a. discord in America, illustrated by the shift to abstract painting b. feeling of national pride in America and an appreciation of landscapes c. change of focus in American painting from landscapes to portraits d. division in American culture produced by the War of 1812

____ 22. How did the subjects of American paintings of the 1840s differ from those of the 1830s? a. They focused on the landscapes alone. b. They focused on combining landscapes with scenes from daily life. c. They focused on portraiture. d. They focused on recreating scenes from the American Revolution. ____ 23. Which of the following statements explains Thomas Cole’s contribution to early American art? a. He gained fame as a portrait painter and introduced new styles and techniques to American artists. b. He inspired artists to forget about following rules and to create works that expressed America’s originality. c. He recognized the democratic spirit of the people of America and encouraged artists to focus on everyday life. d. He encouraged artists to appreciate the unique qualities of the American landscape and to show the beauty of nature.

____ 24. In the early 1800s, American music focused on a. religion and national pride. b. the beauty of everyday life. c. political leaders and democratic values. d. satire and folk tales.

____ 25. The popular American folk song “Hunters of Kentucky,” about the Battle of New Orleans, expressed the 1800s’ spirit of a. nationalism. b. sectionalism. c. religious revivalism. d. frontier adventurism.

____ 26. What are spirituals? a. nationalistic anthems b. folk hymns c. medieval church songs d. Native American prayers

____ 27. Why did Americans decide to model much of their architecture after the architecture of ancient Greece and Rome? a. These civilizations created buildings that were very cheap and easy for Americans to reproduce. b. These civilizations were founded on the same religious beliefs as the new American nation. c. These civilizations created simple buildings that were a reflection of the “common man” in America. d. These civilizations were based on some of the same political ideals as the new American nation.

____ 28. In the early 1800s, how were the new American culture’s views on education reflected by education reforms? a. The new American culture held the belief that education was mainly for the wealthy, so many boarding schools were founded. b. The new American culture was a democracy that needed educated and informed citizens to survive, so public schools were supported. c. The new American culture was interested in training people to enter the workforce, so value was placed on learning a trade. d. The new American culture held the belief that people should be educated regardless of sex, so co-educational schools were founded.

____ 29. Which issue caused disagreement among educators in the 1830s? a. coeducation b. funding c. integration d. school prayer

Completion Complete each statement.

30. The ______was a plan proposed by Henry Clay with the goal of helping the United States become economically independent. (Convention of 1818/American System)

31. The first road built by the United States government was known as the ______. (Cumberland Road/Chicago Turnpike)

32. The ______ran from Albany to Buffalo, New York, and allowed people and goods to travel quickly by water between towns on the East Coast. (Superior Canal/Erie Canal)

33. The Missouri Compromise determined that Missouri would enter the Union as a ______state. (slave/free)

34. ______won the presidential election of 1824. (John C. Calhoun/John Quincy Adams)

35. ______was the American writer whose satirical writings warned Americans to learn from the past and be cautious about the future. (James Fenimore Cooper/Washington Irving)

36. The ______was a group of artists whose paintings showed national pride and an appreciation for the American landscape. (Hudson River school/Audubon Society)

True/False Indicate whether the statement is true or false.

____ 37. The United States wanted sole control over the Oregon Country to profit from the fertile farmland and good climate of the region.

____ 38. The Missouri Compromise required that Maine enter the Union as a free state to maintain the balance of slave and free states in the Union.

____ 39. George Caleb Bingham’s paintings combined images of American landscapes with religious themes.

____ 40. During the early and mid-1800s, Americans went through a period of religious revivalism in which a reawakening of religious faith was promoted. ____ 41. In the years following the American Revolution, American music began to focus on everyday life.

____ 42. Following the American Revolution, Americans began to model architecture in the United States after the styles used in ancient Greece and Rome.

Short Answer

43. Which treaty limited British and U.S. naval power on the Great Lakes?

According to this map, how did the boundaries of the United States change in1818 and 1819?

45. What did the Monroe Doctrine state?

46. What was the American System?

47. What was the name of the first road built by the federal government?

48. Why was maintaining a balance of slave and free states in the Union important to the authors of the Missouri Compromise? 49.

What does this map of the United States show?

50. What themes were often present in Washington Irving’s work?

51. How did Washington Irving’s work influence new American writers such as James Fenimore Cooper in the early 1800s?

52. What author of the early 1800s popularized the historical fiction genre of literature?

53. How did the writings of Washington Irving inspire painters in the United States?

54. What were the main subjects of George Caleb Bingham’s paintings?

55. After which civilizations did Americans model their architecture in the early 1800s?

56. Who was Thomas Cole?

Matching

Match each item with the correct statement below. a. Adams-Onís Treaty b. George Caleb Bingham c. Simon Bolívar d. Henry Clay e. Thomas Cole f. Convention of 1818 g. James Fenimore Cooper h. Washington Irving i. Missouri Compromise j. Monroe Doctrine k. nationalism l. sectionalism ____ 57. American writer whose work combined European influences with American settings and characters ____ 58. agreement made in 1820 that attempted to settle conflicts over the extension of slavery into new territories ____ 59. American writer known for writing stories about the West and popularizing the historical fiction genre ____ 60. feeling of loyalty and pride to a nation ____ 61. founder of the Hudson River school ____ 62. treaty that settled border disputes between Spain and the United States ____ 63. putting the interests of a region over the interests of the nation Chapter 9 Practice Test 2012 Answer Section

MULTIPLE CHOICE

1. ANS: A PTS: 1 DIF: 2 OBJ: 9.1.1 NAT: 9.1.1 2. ANS: C PTS: 1 DIF: 2 OBJ: 9.1.2 NAT: 9.1.2 3. ANS: D PTS: 1 DIF: 2 OBJ: 9.1.3 NAT: 9.1.3 4. ANS: C PTS: 1 DIF: 2 OBJ: 9.1.3 NAT: 9.1.3 5. ANS: B PTS: 1 DIF: 2 OBJ: 9.1.3 NAT: 9.1.3 6. ANS: A PTS: 1 DIF: 2 OBJ: 9.1.3 NAT: 9.1.3 7. ANS: D PTS: 1 DIF: 2 OBJ: 9.2.1 NAT: 9.2.1 8. ANS: C PTS: 1 DIF: 2 OBJ: 9.2.1 NAT: 9.2.1 9. ANS: A PTS: 1 DIF: 3 OBJ: 9.2.1 NAT: 9.2.1 10. ANS: A PTS: 1 DIF: 1 OBJ: 9.2.1 NAT: 9.2.1 11. ANS: C PTS: 1 DIF: 1 OBJ: 9.2.2 NAT: 9.2.2 12. ANS: D PTS: 1 DIF: 2 OBJ: 9.2.2 NAT: 9.2.2 13. ANS: B PTS: 1 DIF: 2 OBJ: 9.2.2 NAT: 9.2.2 14. ANS: C PTS: 1 DIF: 2 OBJ: 9.2.2 NAT: 9.2.2 15. ANS: B PTS: 1 DIF: 2 OBJ: 9.2.3 NAT: 9.2.3 16. ANS: D PTS: 1 DIF: 2 OBJ: 9.2.3 NAT: 9.2.3 17. ANS: D PTS: 1 DIF: 2 OBJ: 9.3.1 NAT: 9.3.1 18. ANS: D PTS: 1 DIF: 2 OBJ: 9.3.1 NAT: 9.3.1 19. ANS: B PTS: 1 DIF: 2 OBJ: 9.3.1 NAT: 9.3.1 20. ANS: A PTS: 1 DIF: 2 OBJ: 9.3.2 NAT: 9.3.2 21. ANS: B PTS: 1 DIF: 2 OBJ: 9.3.2 NAT: 9.3.2 22. ANS: B PTS: 1 DIF: 2 OBJ: 9.3.2 NAT: 9.3.2 23. ANS: D PTS: 1 DIF: 2 OBJ: 9.3.2 NAT: 9.3.2 24. ANS: A PTS: 1 DIF: 1 OBJ: 9.3.3 NAT: 9.3.3 25. ANS: A PTS: 1 DIF: 2 OBJ: 9.3.3 NAT: 9.3.3 26. ANS: B PTS: 1 DIF: 1 OBJ: 9.3.3 NAT: 9.3.3 27. ANS: D PTS: 1 DIF: 2 OBJ: 9.3.4 NAT: 9.3.4 28. ANS: B PTS: 1 DIF: 3 OBJ: 9.3.4 NAT: 9.3.4 29. ANS: B PTS: 1 DIF: 2 OBJ: 9.3.4 NAT: 9.3.4

COMPLETION

30. ANS: American System

PTS: 1 DIF: 2 OBJ: 9.2.1 NAT: 9.2.1 31. ANS: Cumberland Road

PTS: 1 DIF: 1 OBJ: 9.2.1 NAT: 9.2.1 32. ANS: Erie Canal

PTS: 1 DIF: 1 OBJ: 9.2.1 NAT: 9.2.1 33. ANS: slave

PTS: 1 DIF: 2 OBJ: 9.2.2 NAT: 9.2.2 34. ANS: John Quincy Adams

PTS: 1 DIF: 2 OBJ: 9.2.3 NAT: 9.2.3 35. ANS: Washington Irving

PTS: 1 DIF: 2 OBJ: 9.3.1 NAT: 9.3.1 36. ANS: Hudson River school

PTS: 1 DIF: 2 OBJ: 9.3.2 NAT: 9.3.2

TRUE/FALSE

37. ANS: F PTS: 1 DIF: 2 OBJ: 9.1.1 NAT: 9.1.1 38. ANS: T PTS: 1 DIF: 1 OBJ: 9.2.2 NAT: 9.2.2 39. ANS: T PTS: 1 DIF: 2 OBJ: 9.3.2 NAT: 9.3.2 40. ANS: T PTS: 1 DIF: 2 OBJ: 9.3.3 NAT: 9.3.3 41. ANS: F PTS: 1 DIF: 2 OBJ: 9.3.3 NAT: 9.3.3 42. ANS: T PTS: 1 DIF: 1 OBJ: 9.3.4 NAT: 9.3.4

SHORT ANSWER

43. ANS: the Rush-Bagot Agreement

PTS: 1 DIF: 1 OBJ: 9.1.1 NAT: 9.1.1 44. ANS: In 1818 and 1819 the boundaries of the United States expanded. The border between the United States and Canada moved further west and the United States gained Florida from Spain through the Adams-Onís Treaty.

PTS: 1 DIF: 2 OBJ: 9.1.2 NAT: 9.1.2 45. ANS: Answers may vary in detail. The Monroe Doctrine, an American foreign policy statement, warned European countries not to interfere with the Americas. It stated that the United States would recognize colonies that already existed in North and South America. It declared the Western Hemisphere off-limits to colonization by foreign powers. It also stated that the U.S. government would consider any European power’s attempt to colonize or interfere with any nation in the Western Hemisphere to be a hostile act.

PTS: 1 DIF: 2 OBJ: 9.1.3 NAT: 9.1.3 46. ANS: Answers may vary. The American System was a plan introduced by Henry Clay to make the United States economically independent through internal improvements.

PTS: 1 DIF: 2 OBJ: 9.2.1 NAT: 9.2.1 47. ANS: the Cumberland Road

PTS: 1 DIF: 1 OBJ: 9.2.1 NAT: 9.2.1 48. ANS: Answers may vary. This balance ensured that neither the North nor the South would have an unfair advantage in the representation of states in the federal government.

PTS: 1 DIF: 2 OBJ: 9.2.2 NAT: 9.2.2 49. ANS: This map shows how the Missouri Compromise affected the boundaries of the United States. It shows how the Missouri Compromise balanced the number of slave states and free states. The map also shows the boundary line formed to determine where slavery could be practiced in the territories. PTS: 1 DIF: 2 OBJ: 9.2.2 NAT: 9.2.2 50. ANS: Answers may vary. In his stories, Washington Irving focused on American history, and often warned Americans to learn from the past and be cautious of the future.

PTS: 1 DIF: 2 OBJ: 9.3.1 NAT: 9.3.1 51. ANS: Answers may vary. Irving’s work often combined European influences with American settings and characters. His work bridged the gap between European literature and a breed of new writers in America. The new writers, such as James Fenimore Cooper, used Irving’s influence to create a literary style that focused on American characters and society.

PTS: 1 DIF: 3 OBJ: 9.3.1 NAT: 9.3.1 52. ANS: James Fenimore Cooper

PTS: 1 DIF: 1 OBJ: 9.3.1 NAT: 9.3.1 53. ANS: Answers may vary. Because of the shift in literature to a focus on American settings and characters, painters in the United States began to paint landscapes that showed the history of the United States and the beauty of the land.

PTS: 1 DIF: 3 OBJ: 9.3.1| 9.3.2 NAT: 9.3.2 54. ANS: George Caleb Bingham’s paintings combined American landscapes with images of everyday lives. One example, Fur Traders Descending the Missouri, portrays the difficult lives of fur traders in the West.

PTS: 1 DIF: 2 OBJ: 9.3.2 NAT: 9.3.2 55. ANS: ancient Greece and Rome

PTS: 1 DIF: 1 OBJ: 9.3.4 NAT: 9.3.4 56. ANS: An immigrant from Britain, Thomas Cole was a landscape painter and a founder the Hudson River school. He taught a generation of painters to express the beauty of nature.

PTS: 1 DIF: 2 OBJ: 9.3.2 NAT: 9.3.2

MATCHING

57. ANS: H PTS: 1 DIF: 2 OBJ: 9.3.1 NAT: 9.3.1 58. ANS: I PTS: 1 DIF: 2 OBJ: 9.2.2 NAT: 9.2.2 59. ANS: G PTS: 1 DIF: 2 OBJ: 9.3.1 NAT: 9.3.1 60. ANS: K PTS: 1 DIF: 1 OBJ: 9.2.1 NAT: 9.2.1 61. ANS: E PTS: 1 DIF: 2 OBJ: 9.3.2 NAT: 9.3.2 62. ANS: A PTS: 1 DIF: 3 OBJ: 9.1.2 NAT: 9.1.2 63. ANS: L PTS: 1 DIF: 2 OBJ: 9.2.2 NAT: 9.2.2