Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: Early Colonization
1. Which of the following was required of “freemen” to be able to vote in the English colonies?
a) They had to be married.
b) They had to be thirty-five years old.
c) They had to own specific amounts of land.
d) They had to be a member of the Church of England.
2. Puritans came to America so they could worship freely as __________.
a) Quakers
b) Catholics
c) Anglicans
d) Protestants
3. What was Henry Hudson searching for when he found Manhattan Island?
a) a camp location for fur trading
b) a religious place of refuge
c) a direct passage to Asia
d) gold and silver
4. In 1616, the colony of Virginia exported 2,300 pounds of what crop?
a) rice
b) sugar
c) indigo
d) tobacco
5. Why did John Smith impose strict rules at Jamestown?
a) Many settlers did not know how to work.
b) The councilmen elected him to do it.
c) The settlers elected him to do it.
d) He liked being in charge.
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: Early Colonization
6. How did the Puritans want to purify the Church of England?
a) by making the Archbishop of Canterbury the head of the church
b) by giving the lay members greater authority
c) by giving more power to church hierarchy
d) by formalizing the church ceremonies
7. In 1493, Spanish Queen Isabella I proclaimed the New World to be part of the Spanish
Empire. What did she say concerning the Native Americans?
a) Allow them the freedom of movement they had before the Spanish arrived.
b) Treat them humanely, and convert them to Christianity.
c) Press them into labor to support the Spanish expansion.
d) Create missions as places of refuge for them.
8. What was the most prosperous of the early Spanish settlements in North America in the
sixteenth century?
a) Texas
b) Arizona
c) California
d) New Mexico
9. Where did French Protestants unsuccessfully attempt early settlement in America?
a) Rhode Island and Connecticut
b) South Carolina and Florida
c) Louisiana and Mississippi
d) Maryland and Virginia
10. By the end of the sixteenth century, how much of North America belonged to France?
a) three-fourths
b) one-fourth
c) one-third
d) one-half
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: Early Colonization
ANSWER KEY
1. c 3. c 5. a 7. b 9. b
2. d 4. d 6. b 8. d 10. a
COMMON CORE STATE STANDARDS
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CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and
to make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and
informational texts independently and proficiently.
CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its
development over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of
ideas or events, including the order in which the points are made, how they are introduced
and developed, and the connections that are drawn between them.
CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language of a
court opinion differs from that of a newspaper).
CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literary
nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at
the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at
the high end of the grades 9–10 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze
their development over the course of the text, including how they interact and build on one
another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and
explain how specific individuals, ideas, or events interact and develop over the course of the
text.
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: Early Colonization
COMMON CORE STATE STANDARDS (CONTINUED)
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CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of a text (e.g.,
how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, read and comprehend literary
nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range. By the end of grade 12, read and comprehend literary
nonfiction at the high end of the grades 11–CCR text complexity band independently and
proficiently.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are
used in a text, including vocabulary describing political, social, or economic aspects of
history/social science.
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend
history/social studies texts in the grades 9–10 text complexity band independently and
proficiently.
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are
used in a text, including analyzing how an author uses and refines the meaning of a key term
over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary
and secondary, into a coherent understanding of an idea or event, noting discrepancies among
sources.
CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend
history/social studies texts in the grades 11–CCR text complexity band independently and
proficiently.
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