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Q:
Compare the Articles of Confederation to the Constitution. Which document did a better job of protecting liberties? Running a government? Explain your answer with specific examples.
Q:
Thomas Jefferson believed Indians could be the equals of whites if they abandoned their communal ideas of land ownership.
Q:
How did the framers of the Constitution balance the competing claims of local self-government, sectional interests, and national authority?
Q:
Indians and whites shared an understanding of freedom that included land ownership and the right to vote in the new American government.
Q:
Who became full-fledged members of the American political community under the U.S. Constitution? Fully explain what criteria were used and who was excluded from membership.
Q:
The U.S. Constitution of 1787 provided a clear definition of U.S. citizenship that excluded blacks.
Q:
James Madison declared, Liberty may be endangered by the abuses of liberty as well as the abuses of power. This statement reflected a concern that public liberty might endanger private liberty. Carefully analyze this concern. Why might some Americans take this view? Which liberty was more valued? How did the final Constitution reflect this concern?
Q:
Cr vecoeurs Letters from an American Farmer described America as a melting pot of Europeans.
Q:
What development in Pennsylvania made it possible for men of modest wealth to gain significant political influence following the Revolution?
f. the settlement of Philadelphia and smaller cities by Quaker dissidents
g. a series of whiskey rebellions in the state in the 1770s
h. the establishment of free public education for all males in 1745
i. the fact that almost the entire prewar elite there had opposed independence
j. the ethnic diversity of the Pennsylvania population
Q:
Two of the original thirteen states initially refused to ratify the Constitution.
Q:
In Pennsylvania, new leaders like Thomas Paine and Benjamin Rush wanted to see what occur with regard to voting rights?
a. They realized angry mobs could get out of hand, so voting had to be limited.
b. They wanted every proposed law to be voted on by all citizens.
c. Voting requirements needed to eliminate property qualifications.
d. The votes of merchants should count double those of citizens who did not own property.
e. They criticized the idea of equality in regard to voting.
Q:
Which of the following statements accurately describes class stratification in the United States following the War for Independence?
a. Due to British economic policies, there were virtually no wealthy people in America in the 1780s, and thus, the new nation already had many of the conditions that were ideal for bringing about true equality.
b. The majority of the owners of large estates in America still resided in England, so most Americans after the Revolution were on equal footing economically and could identify with one another.
c. The Revolution opened up opportunities in America for public debates and political and social struggles that enlarged the scope of freedom and challenged inherited structures of power.
d. Because the Revolution had been so destructive and controversial, for several decades the new nation had fewer opportunities for freedom and equality than the American colonies originally had.
e. Because the Revolution had been led predominantly by the lower classes with members of the upper classes remaining uninvolved, the ideas of Thomas Paine only went so far in the new nation.
Q:
The Articles of Confederation employed the principles of federalism.
Q:
Following the Revolution, what word became forever linked with freedom?
a. power
b. leadership
c. obedience
d. peace
e. equality
Q:
The Constitution is a lengthy, wordy document that outlines the structure of government in great detail.
Q:
Which of the following definitions of democracy matches the ideal that dominated American thought following the American Revolution?
a. a system in which the entire population was automatically granted a direct say in political decisions
b. the principle that men and women served as equal heads of the household and should both have a role in government
c. an aspiration for greater social equality and expanded political knowledge and political participation
d. a return to the purity and simplicity of premodern societies in which there were fewer laws
e. a system nearly identical to the British governing structure, but with the new states now enjoying representation
Q:
The U.S. Constitution as written in 1787 does not use the words slave or slavery.
Q:
What served as a sort of school of political democracy for the members of the lower orders in the colonies-turned-states?
a. the Protestant churches
b. the lower houses of the state legislatures
c. the taverns
d. the militia
e. the first public schools
Q:
In the U.S. Constitution, the fugitive slave clause kept the condition of bondage for a slave even if he or she escaped to a free state.
Q:
How did the Revolutionary Wars radical potential play out in Pennsylvania?
a. Benjamin Franklins departure for France left control of the state up for grabs, and the lower classes took over.
b. The prewar elite had supported independence, then tried to negotiate with Great Britain, costing themselves the respect of the lower classes, who took power from them.
c. Philadelphias artisan and lower-class communities took control and put a new emphasis on freedom and on more democratic politics.
d. The Second Continental Congress had to take over the state when the people voted to abolish the position of governor, thereby showing how the new nations power dynamic would differ greatly from the old system.
e. Just through the population retaining the old style of government, they demonstrated that major change was possible without uprooting the whole system.
Q:
James Madison argued in The Federalist that the large size and diversity of the United States was a source of political stability, not a weakness.
Q:
How did the prewar elite in Pennsylvania differ from that in other colonies?
a. The prewar elite in Pennsylvania was equally split between support for Britain and support for American independence.
b. The entire prewar elite in Pennsylvania was sympathetic to the revolutionary cause.
c. Almost all prewar Pennsylvania elites supported the revolutionary cause in name only, while secretly passing information to the British.
d. Prewar Pennsylvania elites were drastically more outspoken about their political position (patriotism) than other elite colonists.
e. Nearly the entire prewar elite in Pennsylvania opposed independence.
Q:
Anti-Federalists were concerned that the Constitution severely limited liberty.
Q:
The free black population increased from about 10,000 in 1776 to more than a million by 1800.
Q:
How did Loyalists view liberty? How were they treated after the war? Why?
Q:
As a result of the American Revolution, Americans rejected
a. the idea that males should be the unchallenged heads of household.
b. the principle of hereditary aristocracy.
c. the establishment of a republic.
d. the definition of liberty as a universal entitlement.
e. all kinds of organized religion.
Q:
To show gratitude for their invaluable contribution to the war effort, the Continental Congress awarded women universal suffrage.
Q:
When Dr. Samuel Johnson, the British writer, asked how it was that we hear the loudest yelps for liberty from the drivers of negroes, he was pointing to a key irony of the American independence movement. What arguments did supporters of American independence use to justify retaining the institution of slavery? Did any of their contemporaries in America counter their arguments? How?
Q:
How did the Revolutionary War change the meaning of freedom?
a. It meant that all men now had a legal claim to an equal distribution of property.
b. It challenged the inequality that had been fundamental to the colonial social order.
c. It ended colonial societys legally established hereditary aristocracy.
d. It ended coverture, under which husbands exercised full legal authority over their wives.
e. It meant that, for the first time, men were free to pursue whatever occupations they wished.
Q:
The idea of republican motherhood encouraged direct female involvement in politics.
Q:
How did the Revolutions language of liberty affect slaves and slavery in the 1770s and 1780s? Be sure to include in your response information from Voices of Freedom.
Q:
Already in the eighteenth century, there is evidence that society was beginning to move toward the idea of mutual dependency as the basis of an ideal marriage.
Q:
How did women react to the language of freedom and liberty? Be sure to include in your response Abigail Adamss opinions that appear in Voices of Freedom.
Q:
Freedom and an individuals right to vote became interchangeable in the wake of the Revolution. Describe how that transformation came about and how the various state constitutions dealt with voting qualifications.
Q:
Not everyone supported the independence movement within the colonies. Explain who supported independence and who did not. Be sure to include a discussion about how socioeconomic standing, race, religion, and gender affected an individuals support for or opposition to independence.
Q:
Thomas Paine wrote that the essence of a republic was not the particular form of government but its object: the public good. Discuss how the various states structured their governments and how they believed those governments provided for the public good.
Q:
How did the Revolution transform religion in the new nation? Consider especially issues related to religious toleration, religious liberty, and church-state relations.
Q:
Thomas Jefferson claimed that no nation could expect to be ignorant and free. Explain what he meant by this. How did he define virtue, and how was that important to his vision?
Q:
In regard to rights for women, Abigail Adams
a. insisted that women accept their lower status in society.
b. feared education would distract women from domestic chores.
c. wanted women to be eligible to be president.
d. believed laws should not ignore women.
e. thought women should be tyrannical in demanding more rights.
Q:
To what extent did Revolutionary-era Americans agree with Noah Websters statement that equality was the very soul of a republic? Your response should define what Americans meant by equality and should consider groups that seemed to enjoy equality as well as those groups that did not.
Q:
Abigail Adams
a. fought in the Continental army disguised as a man.
b. criticized the absolute power that husbands exercised over wives.
c. rejected the prevailing belief that a womans primary responsibility was to her family.
d. believed that women should not be concerned with politics.
e. petitioned for womens right to vote.
Q:
Some British public figures were critical of Americans for demanding liberty while enslaving Africans.
Q:
Thomas Jefferson was one of the few southern white elite men who did not own slaves.
Q:
The view of economic freedom that became dominant in America after 1779 maintained that the interests of the community took precedence over the property rights of individuals.
Q:
Slaves comprised less than 5 percent of the population in the American colonies at the time the Revolutionary War.
Q:
In Canada, the Loyalist exiles were viewed as national founding fathers.
Q:
During the American Revolutionary period, slavery for the first time became a focus of public debate.
Q:
After the American Revolution, Nova Scotia and Quebec became part of the United States.
Q:
After the Revolutionary War, when George Washington demanded the return of slaves who had escaped, the British commander in New York refused, saying it would be dishonorable.
Q:
Freedom had not played a major part in Indians vocabulary before the Revolution, but after the war, freedom meant defending their own independence and retaining possession of their land.
Q:
Britain eventually paid compensation to some Americans after the war who claimed they had been improperly deprived of their slave property.
Q:
During the American Revolutionary War, the buying and selling of slaves was temporarily halted.
Q:
In the Upper South, a considerable number of slaveholders emancipated their slaves.
Q:
The word freedom began appearing in dictionaries of Indian languages for the first time in the early nineteenth century.
Q:
After the war, abolition of slavery in the North was swift and applied to all slaves.
Q:
Until New Jersey added the word male to its constitutional definition of a voter in 1807, some of the states women enjoyed suffrage rights.
Q:
Before the Revolution, indentured servants in the colonies occupied a place in society halfway between slave and free.
Q:
Freedom and an individuals right to vote had become interchangeable by the wars end.
Q:
Adam Smiths argument that the invisible hand of the free market directed economic life more effectively and fairly than governmental intervention offered intellectual justification for those who believed that the economy should be left to regulate itself.
Q:
The Revolutionary War weakened the deep tradition of American anti-Catholicism.
Q:
Despite the rhetoric of religious freedom, many states had limitations on such freedom, such as reserving officeholding to Protestants.
Q:
The men who served in the Revolution through militias were empowered and demanded certain rights, thereby establishing the tradition that service in the army enabled excluded groups to stake a claim to full citizenship.
Q:
The principle of the separation of church in state in America developed out of the religious pluralism of the New England colonies.
Q:
In Pennsylvania, nearly the entire pre-Revolutionary elite opposed the American independence movement.
Q:
Because Americans were preoccupied with war, religious liberty was a rather peripheral issue in the 1770s and 1780s.
Q:
In their Revolutionary-era constitutions, all states adopted John Adamss idea of a balanced government.
Q:
The expansion of religious freedom diminished the influence of religion on American society.
Q:
The property qualification for voting was hotly debated during the 1770s and 1780s.
Q:
In spite of the revolutionary rhetoric of freedom, indentured servitude was still widely practiced in the northern states by 1800.
Q:
The words to have and to hold appeared in both marriage vows and ________, which demonstrated how legal authority ________.
a. indentured servant contracts; extended to all the hardest workers and caregivers
b. freedom petitions; resulted in slaves commonly having the same property rights as poor whites
c. abolition laws; was granted to slaves in the North through a rapid process
d. the Bill for Establishing Religious Freedom; resided first and foremost with the church
e. deeds transferring land ownership; still rested with the husband over the wife
Q:
___ 1. virtue ___ 2. freedom petitions ___ 3. Loyalists ___ 4. Ladies Association ___ 5. republican motherhood ___ 6. suffrage ___ 7. free labor ___ 8. Patriots ___ 9. militia ___ 10. Moravian Brethren ___ 11. Sierra Leone ___ 12. popery a. raised funds to assist American soldiers b. entailed working for wages, or owning a farm or shop c. was an offensive term for the rituals of the Catholic Church d. was composed largely of members of the lower orders and became a school of political democracy e. were colonists who retained their allegiance to the crown f. were colonists fighting for the American cause and independence g. was a group that saw church authority undermined by the Revolution h. involved the responsibility of raising the next generation of leaders i. was another name for the right to vote j. were actions slaves took for their immediate release k. was another word for the ability to sacrifice self-interest for the public good l. was a settlement in Africa for freed slaves
Q:
How did the discussion of womens rights in the revolutionary era compare to discussion of mens rights?
a. Whereas womens rights were viewed as grounded in duty, mens rights were viewed as based on individual liberty.
b. Womens rights and mens rights tended to be viewed as equal based on the Lockean concept of natural rights.
c. Both womens rights and mens rights were viewed as central to the definition of the republican citizen.
d. Whereas men had long had the right to vote regardless of whether they owned property, only wealthy women were seen as having the right to vote.
e. Whereas the subordination of women was, like the subordination of slaves, a major source of public debate, mens rights were rarely publicly discussed.
Q:
Abigail Adams advocated for economic independence for women so that they were not reliant on their husbands.
Q:
Which of the following court rulings does the case of Mrs. Martin, mother of James Martin in Massachusetts, illustrate?
a. Having limited independent judgment, wives could not be held legally responsible for choices made in obedience to their husbands wishes.
b. A wife impacted most of her husbands decisions and, thus, bore full culpability should he do anything wrong.
c. Whereas a woman was considered the property of her husband, her children were her own property.
d. A woman who legally owned property and met other requirements set by the state constitution could exercise the right to vote.
e. A woman who broke social norms by petitioning Congress could be charged with contempt.
Q:
Part of the philosophy of the Revolution was embracing the principle of hereditary aristocracy.
Q:
Republican motherhood encouraged
a. greater educational opportunities for women.
b. a radical change in the patriarchal structure of the family.
c. women to become public speakers for various social causes in the 1780s.
d. widespread resentment among women.
e. a significant increase in womens direct involvement in politics in the 1780s.
Q:
The men who led the Revolution from start to finish were, by and large, members of the American elite.
Q:
Which of the following women best represented the feminine ideal in late eighteenth-century America?
a. an unmarried schoolteacher
b. an educated mother
c. a farmers widow
d. a seamstress
e. an accomplished painter
Q:
Which argument in the petitions of slaves to the Massachusetts legislature employed the principles of the American Revolution?
a. Slaves could be productive soldiers.
b. Taxing the poor created an economic burden.
c. British soldiers did not belong in the homes of Bostonians.
d. One of the people killed during the Boston Massacre was of African heritage.
e. Natural rights were universal.
Q:
How did the definition of the household change in the North following the Revolution?
a. It shifted from denoting both home and farmland to referring to the home only, reflecting a rapid surge in the urban population.
b. It expanded from referring to just a couple and their children to including extended family even if they lived independently.
c. It shifted from encompassing hired and indentured workers to consisting of just the parents and their children.
d. It evolved from being a synonym for a slaves quarters to a legal term denoting the entirety of a mans property.
e. It expanded from strictly including just males in a family of legal age to include all personsmale, female, free, or enslavedliving in a home.