Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: European Imperialism in Africa and the Americas
1. Which pushed the great powers of the Seven Years’ War toward peace in the early 1760s?
a) recent defeats
b) recent victories
c) longstanding alliances
d) domestic political configurations
2. Which BEST describes the difference between Spanish and British colonization?
a) The Spanish colonies were more decentralized.
b) The British founded New World settlements earlier than the Spanish.
c) The British monarchy was less involved in colonization.
d) The Spanish founded settlements in Brazil.
3. What form of Christianity did the Spanish, French, and Portuguese carry with them to their
colonial empires?
a) Baptist
b) Catholic
c) Lutheran
d) Anglican
4. Why did Catholic missions achieve a broader base of conversion than Protestant missions in
the Americas?
a) Catholic nations avoided crusade-like expansion.
b) Protestant missions could not get enough missionaries.
c) Protestants wanted natives to preserve their own heritage.
d) Catholic evangelization was required of settlers by their respective governments.
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: European Imperialism in Africa and the Americas
5. Which European emigrants dominated migration to the Americas between 1500 and 1650?
a) the British and Portuguese
b) the British and French
c) the Spanish and French
d) the Spanish and Portuguese
6. Which statement BEST describes the difference between the free emigrants who migrated to
the Americas and those who came under labor contracts?
a) Emigrants under labor contracts were typically older.
b) Free emigrants were typically single.
c) Emigrants under labor contracts usually had political connections in the Americas.
d) Free emigrants usually came with family.
7. Which product of the Americas was MOST responsible for the mass immigration of people
from Europe in the fifteenth and sixteenth centuries?
a) rice
b) sugar
c) indigo
d) tobacco
8. Which statement about plantations in North America is NOT true?
a) The first major crop grown was tobacco.
b) Sugarcane was the primary crop grown in South Carolina.
c) By the middle of the nineteenth century, there were four major plantation systems.
d) Slaves working on plantations had more opportunities to form families than slaves working
on farms.
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: European Imperialism in Africa and the Americas
9. How was the Atlantic slave trade different from slavery elsewhere in the world throughout
history?
a) The practice was an African economic institution.
b) Slaves were captured in religious wars.
c) The practice was based on race.
d) Slaves were freed after a certain amount of time.
10. Which group imported the most slaves to the Americas?
a) the Portuguese
b) the Spanish
c) the French
d) the British
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Name: __________________________________ Class: _____________ Date: _____________
Lesson Assessment: European Imperialism in Africa and the Americas
ANSWER KEY
1. d 3. b 5. d 7. b 9. c
2. c 4. d 6. d 8. b 10. d
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: European Imperialism in Africa and the Americas
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.11-12.3 Evaluate various explanations for actions or events and
determine which explanation best accords with textual evidence, acknowledging where the
text leaves matters uncertain.
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.11-12.10 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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