Road to Revolution Test
Matching: Match the correct term with the best statement. Place the correct
choice in the space provided (2 points each)
Group One:
A. Boycott
1. Citizen army
B. Militia
2. A drastic or radical change where something new begins.
C. Stamp Act
3. Taxed all legal & any paper documents.
D. Quartering Act
4. Required all colonists to house, arm, and fund the British
E. Revolution
soldiers.
5. Stopped buying British goods.
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Group Two
6. A list of complaints.
7. A group of colonial soldiers ready to fight at a moments
notice.
A. Grievances
8. Documents allowing British officials to search your home,
B. Propaganda
warehouse or ship.
C. Tax
9. Information or rumors used to help a certain side or cause
D. Minutemen
(shape the truth).
E. Writs of Assistance
10. Money paid to the government for certain services.
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Group Three:
11. A letter sent to a government demanding change or something to be done.
12. Forbade colonist to move west of the Appalachian
A. Sons of Liberty
Mountains.
B. Boston Tea Party
13. Act of protest against the Tea Act organized by a group
C. Petition
Patriots.
D. Townshend Act
14. The group that organized a protest against the tax on tea.
E. Proclamation of 1763
15. Taxed glass, paper, lead, paint & tea.
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Multiple Choice (2 points each): Choose the best answer to the questions below.
16. According to the theory of Mercantilism the
A. Mother country exists for the benefit of the colonies.
B. Colonies existed for the benefit of the mother country.
C. colonies were free to do as they wished
D. colonies were considered unimportant
17. One result of the French & Indian war was that
A France gained control of the Mississippi river
B. France lost Canada and was forced out of North America
C. Britain gave up its empire in North America and was forced to leave North
America
D. Britain lost the city of Quebec
Base your answer to question 18 on the map
below and on your knowledge of social studies
18. The British government established the
Proclamation Line of 1763 mainly to
A. avoid conflicts with Native American
Indians
B. promote the fur trade
C. expand the thirteen colonies
D. provide access to the Mississippi River
19. The Sons of Liberty were organized to ___.
A. help Britain defeat France
B. protest the First Continental Congress
C. protest British policies and taxes
D. help collect taxes
20. Many Americans colonist believed that British tax laws were unfair because____
(HINT: No taxation without representation!)
A. colonist lacked representation in Parliament
B. The British treasury had a surplus of funds
C. Native Americans were exempt from British Tax laws
D. taxes were higher in the colonies than in England
Base your answer to question 21 on the cartoon and
on your knowledge of social studies.
21. Which document is most closely associated with
this cartoon drawn in 1754?
A. Mayflower Compact
B. Fundamental Orders of Connecticut
C. Albany Plan of Union
D. Emancipation Proclamation
Base your answer to question 22 on the illustration below and on your knowledge of social
studies.
22. What is the main idea of this illustration?
A. The colonists were restricted by the laws
passed by the British government.
B. The King of England wanted the colonists
to have a greater voice in government.
C. King George III put many American
colonists in stocks.
D. Repeal of unpopular laws was the only
way out of the stocks.
23. In the American colonies, boycotts were an effective way of protesting British policies
mainly because the boycotts
A. ended trade within the colonies
B. forced Britain to remove most troops
C. kept out products from other European nations
D. caused economic hardships for British merchants
24. Parliament passed the Intolerable Acts in order to punish Boston for the Tea Party by
A. passing more taxes and harsher laws
B. allowing the Indians to take their lands back
C. let the French Empire invade
D. closed the Boston Harbor, lost their right to self-govern and strengthened the
Quartering act
25. Where was the first battle of the American Revolution fought?
A. Valley Forge
B. Saratoga
C. Lexington
D. Yorktown
26. How did the French and Indian War 9Seven Years War change British relations with the
colonists?
(5 points)
Part II: Choose either choice
A or B:
Choice A:
Use the documents to answer the questions 27-36. Write your response on
your answer sheet. (2 points each)
27.What does "propaganda" mean?
28. What event is taking place?
29. Why did the artist misrepresent
what happened?
30. Who is credited with creating this
engraving?
31. What was the American Colonist
response to this engraving?
32. What does each section of the
snake represent?
33. What does the caption mean?
34. Who drew this cartoon?
35. Why did the artist draw this
cartoon?
36. What is the main idea of this
cartoon?
Choice B:
Please respond to the question below on the lines 27-36.
 Who is responsible for the Boston Massacre?
(The Colonist? The British Soldiers? Neither? Both? ) Be sure read over the rubric!
Here are two stories about an event that took place in Boston on March 5, 1770. The British called it a riot,
blaming the American colonists. The American colonists called it a massacre, blaming the British soldiers. As you
read the two stories, see if you can decide what really happened.
View #1: The first view of the Boston incident is from a letter written on April 10, 1770 by General
Thomas Gage, the top commander of the British troops in America.
The British troops were immediately attacked. Some of the colonists threw bricks, stones, and pieces of ice and
snowballs at them. Other colonists, who were shouting and swearing, came up to the tip of the soldiers’ bayonets and dared
them to fire.
The British officer, Captain Preston, who was standing between the mob of colonists and his soldiers, tried to
persuade the colonists to go home without a fight. When the colonists asked him if he intended to order his men to fire, he
replied. “Certainly not”. The whole time this was going on he stood between his troops and the colonists. No matter what
Captain Preston said he could not get the colonists to leave. After a few minutes one of the British soldiers received a
violent blow and instantly fired his gun. When Captain Preston turned around to see who had fired, one of the colonists tried
to hit Preston on the head, but hit his arm instead. The colonists, who realized no one had been hurt, thought the soldiers had
only used blanks to scare them. Thus the colonists grew braver and attacked the soldiers with greater violence. Now the
soldiers thought their lives were in danger. They kept hearing fire all around them so three or four of the soldiers fired one
after the other and then three more, who were also confused as to what was happening, fired. Four or five colonists were
unfortunately killed and more were wounded.
View #2: Here is another story of the Boston incident. It was written by a colonist and printed in a
Boston newspaper on March 12, 1770.
Thirty or forty persons, mostly young boys, had gathered in King Street. British officer, Captain Preston, and
his soldiers came through the crowd to get to the Commissioner’s house. As they came through they were using their
bayonets and crying, “Make way”. Once they took their place by the Commissioner’s house and the Custom House,
they continued to push to drive off the people and even pricked some of the people with their bayonets. After a while
the crowd began to throw snowballs at the soldiers. When that happened Captain Preston said, “Fire, and whatever
happens, will happen.” One soldier then fired. A townsman hit the soldier’s hand with a stick so he would drop his
gun. His same person then rushed forward and tried to hit the Captain in the head. The blow only touched the
Captain’s hat and then landed on his arm. Still the soldiers continued to fire until seven or eight or, as some say, eleven
guns were fired.
By this fatal firing three men died instantly and two more are now struggling to survive.
Category:
Proficient (4-5 points)
Thesis statement is clear, organized,
specific, states a position and evokes
discussion.
O rganization Information is very organized with wellconstructed paragraphs. Each paragraph
has a topic or focus that relates back to the
thesis.
Evide nce / Thesis is well-supported by textual Evidence/
De tails
Details All of the evidence and examples ae
specific and historically relevant
The sis
statement
Analysis
Evidence
evidence. and details are thoroughly
discussed and explained in order to
demonstrate their relationship to the
writer’s thesis.
Developing (2-3 points)
Thesis statement is not clear, not
organized, not specific, and/or does not
take a position on the topic.
Information is organized, but some
paragraphs are not well-constructed
and/or lack a strong connection back to
the thesis.
Thesis is only partially supported by
textual evidence. Evidence and
examples are given but lack specificity
and/or relevance.
There is some discussion and/or
explanation of evidence and details that
support the writer’s thesis.
Underdeveloped (0-1 points)
No evident thesis statement.
The paper is disorganized and/or
paragraphs do not have a focus, or
relate back to the thesis.
Evidence and examples are not
relevant and/or are not explained.
Or, paper lacks evidence and
examples.
Evidence and details are not discussed
or explained.
Name___________________________________
Causes of the Revolution
1._____
26. (5 points)________________________________________________________________
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5. _____
6._____
Part II: 20 points Are you responding to choice A or B? _______
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