APUSH Period 2 Unit Exam

Questions 1 – 3 refer to the excerpt below:

It seems, in the first rise of the War, this Gentleman [Bacon] had made some overtures unto the Governour for
a Commission, to go and put a stop to the Indian proceedings. But the Governour, at present, either not willing
to commence the quarrel (on his part) till' more suitable reasons presented, for to urge his more severe
prosecution of the same, against the heathen: or that he doubted Bacon's temper, as he [Bacon] appeared
Popularly inclined; a constitution not consistent with the time, and the peoples dispositions; being generally
discontented, for want of timely provisions against the Indians, or for Annual impositions [taxes] laid upon
them, too great (As some said) for them to bear, and against which they had some considerable time
complained, without the least redress. For these, or some other reason, the Governour refused to comply with
Bacon s proposals. -The History of Bacon’s and Ingram’s Rebellion, 1676

1. Bacon’s Rebellion was supported mainly by

a. young men frustrated by their inability to acquire land
b. the planter class of Virginia
c. those protesting the increased importation of African slaves
d. the local Indians

2. As a result of Bacon’s Rebellion,

a. African slavery was reduced
b. Chesapeake landowners began to look for less troublesome laborers, in the form of imported
African slaves
c. Governor Berkeley was dismissed from office
d. better relations developed with local Indians

3. Why, beginning in the mid-1600s, did Chesapeake planters begin to purchase more African slaves?
a. They could no longer obtain an adequate supply of white indentured servants.
b. The price of slaves dropped as more and more were imported from Africa
c. It became clear that Native Americans could not be used successfully as slaves
d. It became necessary for white indentured servants to serve in the militia to defend against
Indian attacks

Questions 4-5 refer to the excerpt below:

“WHEREAS some doubts have arisen whether children get by any Englishman upon a negro woman should be
slave or free, Be it therefore enacted and declared by this present grand assembly, that all children borne in this
country shall be held bond or free only according to the condition of the mother, And that if any Christian shall
commit fornication with a negro man or woman, he or she so offending shall pay double the fines imposed by
the former act . . .” -Virginia Laws for Blacks. 1662.

4. A possible reason for the passage of this law was that;

a. Slaves were gaining their freedom by marrying whites.
b. Slaves were gaining freedom by converting to Christianity.
c. Sexual relations between Englishmen and Africans raised questions as to the status of their
children.
d. Children of mixed families were fomenting rebellions in Virginia.
5. How do these laws illustrate the difference between English colonies and those of the Spanish?
a. Spanish settlers were severely punished for mixing with Native Americans or African slaves.
b. English colonies created a far more racially segregated society than what developed in the
Spanish colonies.
c. African settlers in the Spanish colonies were more likely to rise to positions of prominence.
d. Christianity played a greater role in the settlement of English colonies than it did in the Spanish
colonies.

Questions 6-7 refer to the map below:

6. The majority of people came to America in the colonial period because:

a. to seek economic gain
b. to seek religious freedom
c. to avoid involvement in European wars
d. to gain political rights

7. French settlement in the New World remained small and limited in part because
a. French colonists preferred fur trapping to agriculture.
b. warfare on the frontier was a constant threat to life and limb.
c. the French crown never showed any interest in its possessions in America.
d. France’s possessions always remained small in size.

Questions 8-9 refer to the excerpt below:

8) The excerpt most directly reflects which of the following goals for England’s North American colonies?

A. Developing them as a producer of manufactured goods

B. Aiding them in developing trade with other European nations
C. Integrating them into a coherent imperial structure based on mercantilism
D. Protecting them from American Indian attacks

9) All of the following were outcomes of the Navigation Act of 1660 except:
A. New England shipbuilding prospered
B. Colonial development of manufacturing was severely limited
C. Chesapeake farmers were able to accept higher prices for their crops
D. Colonists were provided more English military forces for protection

QUESTIONS 10-12 REFER TO THE EXCERPT BELOW:

“For a nation thus abused to arise unanimously and to resist their prince, even to dethroning him, is not
criminal but a reasonable way of vindicating their liberties and just rights; it is making use of the means and
the only means, which God has put into their power for mutual and self-defense…
“To conclude, let us all learn to be free and to be loyal… But let us remember… government is sacred and not
to be trifled with. It is our happiniss to live under the government of a prince who is satisfied with ruling
according to law… Let us prize our freedom but not use our liberty for a cloak of maliciousness. There are
men who strike at liberty under the term licentiousness. There are others who aim at popularity under the
disguise of patriotism. Be aware of both. Extremes are dangerous.”
-Jonathan Mayhew, church minister, “On Unlimited Submission to Rulers”, 1750

10) According to Mayhew, the people should be willing to challenge abuses by the
A. royal governors
B. church ministers
C. slave owners
D. king
11) Which of the following possible influences on Mayhew is most clearly reflected in his statement?
A. The Great Awakening
B. The teachings of colonial colleges
C. The ideas of the Enlightenment
D. The rulings by royal governors

12) Mayhew would probably apply his warning, “not use our liberty for a cloak of maliciousness” to
A. the Mayflower Compact
B. the Act of Toleration
C. Bacon’s Rebellion
D. the Zenger Case
Answer two of the Short Answer Questions below. Record your answers on your own sheet of
paper. Remember, each part of the Short Answer Question requires 2-3 sentences!

Question 13 is based on the following excerpts:

“As to the natives of this country, I find them entirely savage and wild strangers to all decency, yea,
uncivilized and stupid as garden stakes, proficient in all wickedness and ungodliness, devilish men who serve
nobody but the devil… They have so much witchcraft, divination, sorcery, and wicked arts that they can
hardly be held in by any bands or locks. They are as thievish and treacherous as they are tall, and in cruelty
they are altogether inhuman.”
-Jonas Michaelius, pastor, Dutch Reformed Church, Letter to Reverend Andrianus Smoutius, 1628

“I confess I think that no good will be done till they [Indians] be more civilized. But why may not God begin
with some few to awaken the others by degrees? Nor do I expect any great good will be wrought by the
English… because God is wont ordinarily to convert nations and peoples by some of htier own countrymen
who are nearest to them and can best speak, and, most of all, pity their brethren and countrymen.”
-John Eliot, Puritan “The Day-Breaking of the Gospel with the Indians” 1646

13) Using the excerpts, answer a, b, and c.

a. Briefly explain the main point in passage 1.
b. Briefly explain the main point in passage 2.
c. Provide ONE piece of evidence from the colonial period that is not included in the passages and
explain how it supports the interpretation in either passage.

Question 14 is based on the following excerpts:

“The design of erecting a college in this province is a matter of such a grand and general importance that I
have frequently made it the topic of my serious meditation…
“It is, in the first place, observable that, unless its constitution and government be such as will admit persons
of all Protestant denominations upon a perfect parity as to privileges, it will itself be greatly prejudiced and
prove a nursery of animosity, dissension, and disorder…
“Should our college, therefore, unhappily through our own bad policy fall into the hands of any one religious
sect in the province; establish its religion in the college… it is easy to see that Christians af all other
denominations among us, will, from the same principles, rather conspire to oppose and oppress it.”
-William Livingston, Presbyterian, 1753

“Colleges are religious societies of a superior nature to all others… colleges are societies of ministers for
training up persons for the work of the ministry… all their religious instruction, worship, and ordinances are
carries on within their own jurisdiction by their own officers and under their own regulations… and wi know
that religion, and the religion of these churches in particular, both as a doctrine to discipline, was the main
design of the founders of this college… and this design their successors are bound in duty to pursue. And,
indeed, religion is a matter of so great consequences and importance that the knowledge of the arts and
sciences. How excellent soever in themselves, are comparatively worth but little without it.”
-Thomas Clap, president of Yale University, 1754

14) Using the excerpts, answer a, b, and c.

a. Briefly explain the main point in passage 1.
b. Briefly explain the main point in passage 2.
c. Briefly explain another implication of this debate in the mid-18th century colonies beyond the
immediate question of the governance of colleges.
Question 15 is based on the following graph:

15) Using the graph, answer a, b, and c.

a. Briefly explain the role slavery played in the population growth of this period.
b. Briefly describe the sources of immigrants other than from Africa during this period.
c. Briefly explain the impact of the non-African immigration on ONE of the following sections of
the colonies.
-New England Colonies
-Middle Colonies
-Southern Colonies