Name: _______________________________________________
Period: __________
Choose the letter of the best answer. (4 points each)
1. Which of the following had the most power under the Articles of Confederation?
2. Which important power did the national government lack under the Articles of Confederation?
3. What issue needed to be settled before the smaller states agreed to the Articles of Confederation?
4. Which did NOT lead to the Constitutional Convention of 1787?
5. Where was the Constitutional Convention held?
6. What issue does the Three-Fifths Compromise address?
7. Which group opposed the ratification of the Constitution?
8. Why did the new government add the Bill of Rights to the Constitution?
9. Which of the following best defines federalism?
10. What was one of the final obstacles in the process of ratifying the Articles?
11. Why is James Madison known as the "Father of the Constitution"?
12. What best explains why Americans feared a strong national government?
13. Why did Antifederalists dislike the proposed Constitution?
Using the exhibit, choose the letter of the best answer. (4 points each)
14. What time period does the chart represent?
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Choose the letter of the best answer. (4 points each)
15. For what period of time is a president's term of office?
16. Which two groups make up the Congress of the United States?
17. Which branch of the government has the power to pass laws?
18. Which of the following actions is required of the president to stop a new bill?
19. What is the name given to the first ten amendments to the Constitution, which guarantee certain
individual rights?
20. Who has the power to declare war?
21. Which of the following terms describes the division of government into three branches?
22. How are members of the Supreme Court chosen?
23. A state's representation in the House of Representatives is based on
24. Citizens vote for their political representatives in governments shaped by the political principle of
Using the exhibit, choose the letter of the best answer. (4 points each)
25. Which state has the most electoral votes?
26. Which of the following states has 11 electors?
27. Which of the following Midwestern states would a candidate most want to win?
28. What is the total number of senators and representatives for the state of Maine?
29. Which of the following statements is true about California, Texas, and Florida?
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Using the exhibit, choose the letter of the best answer. (4 points each)
30. Which of the following is a power of the legislative branch?
31. Which branch has the power to act as a check on both the president and the Supreme Court?
32. How does the judicial branch act as a check on the executive branch?
33. How does the executive branch influence Congress?
34. Which government officials receive appointments for life?
Choose the letter of the best answer. (4 points each)
35. Which of the following was a foreign policy issue faced by President Washington?
36. How did Alexander Hamilton deal with the nation's financial problems?
37. What happened as a result of the Battle of Fallen Timbers?
38. Which was NOT a reason why farmers made whiskey from their grain?
39. Why did war between Britain and France put the United States in an awkward position?
40. How did Pinckney's Treaty make it easier for settlers in the Trans-Appalachian West to get their
goods to market?
41. How did the rise of political parties affect the election of 1796?
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Using the exhibit, choose the letter of the best answer. (4 points each)
42. Judging from the map, the Native Americans ceded territory that was about
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If the statement is true, write "true" on the line. If it is false, change the underlined word or words to
make it true. (4 points each)
43. In the war between France and Britain, a Democratic-Republican would most likely support Britain.
44. A person who opposed the creation of a national bank would be likely to prefer a strong central
government.
45. A person who favored a loose interpretation of the Constitution would be unlikely to support the
political theory of states' rights.
Choose the letter of the best answer. (4 points each)
46. Which of the following determined who would be president of the United States in the election of
1800?
47. Which of the following best describes judicial review?
48. What impact did Sacagawea have on American history?
49. Who composed "The Star-Spangled Banner"?
50. Who saved important items before the British burned the White House?
51. Which of the following was NOT a result of the War of 1812?
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Using the exhibit, choose the letter of the best answer. (4 points each)
A.
B.
C.
D.
E.
Columbia River
Missouri River
Pacific Ocean
Clatsop
Mandan
52. The Lewis and Clark Expedition started from St. Louis and traveled all the way to ___, the goal of
trip.
53. The explorers started out on the ___.
54. The explorers spent the first winter with the ___ tribe.
55. On the final stretch of the trip west, they traveled on the ___ .
56. At the end of their trip west, they built a fort named ___.
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Using the exhibit, choose the letter of the best answer. (4 points each)
57. What year experienced the steepest decline in U.S. imports and exports?
58. During which year did U.S. imports reach $140 million?
Choose the letter of the best answer. (4 points each)
59. Which invention did Samuel F. B. Morse create, and what was its effect?
60. What idea of Eli Whitney transformed manufacturing by making each copy of a manufactured item
exactly alike?
61. Where were most of the nation's early factories built?
62. How did the improvements in transportation change life in the 1800s?
63. A person who put the interests of his or her state or region ahead of what was best for the rest of
the nation was demonstrating what attitude?
64. About which region did Monroe specifically direct part of his Monroe Doctrine?
65. Which of the following is an accurate statement about the "American System"?
66. What was the Missouri Compromise?
67. What modes of transportation improved the nation's economy?
68. In 1818 and 1819, the United States settled border disputes with which countries?
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Introduction
Historical Context:Most of the Latin American colonies had gained their independence by the early
1800s, and the United States had recognized them as independent republics. These republics feared
that European countries would regain control over them. The United States, a young nation itself, also
feared European nations exerting power in the Americas. Therefore, on December 6, 1823, President
James Monroe issued what came to be called the Monroe Doctrine. It declared that the American
continents were closed to further colonization. Many Europeans ignored the doctrine because the
United States was too weak to enforce it. Other Europeans reacted strongly to the doctrine.
Task: Discuss what message the Monroe Doctrine sought to deliver, what events prompted it, and ho
Europeans responded.
Study each document carefully and answer the questions that follow.
69. Which countries had achieved independence by 1823, the date when President Monroe issued the
Monroe Doctrine?
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Document 2: Excerpt from the Monroe Doctrine
[T]he occasion has been judged proper for asserting, as a principle in which the rights and
interests of the United States are involved, that the American continents, by the free and
independent condition which they have assumed and maintain, are henceforth not to be
considered as subjects for future colonization by any European powers. . . . In the wars of the
European powers in matters relating to themselves we have never taken any part. . . . It is only
when our rights are invaded or seriously menanced that we resent injuries or make preparation
for our defense. . . . [W]e should consider any attempt on their part to extend their system to any
portion of this hemisphere as dangerous to our peace and safety.
70. What is the basic message of the Monroe Doctrine?
Document 3: Statement by Prince Metternich, the chancellor of Austria (1824)
These United States of America, which we have seen arise and grow . . . have suddenly left a
sphere too narrow for their ambition, and have astonished Europe by a new act of revolt. . . .
They have distinctly and clearly announced their intention to set not only power against power,
but, to express it more exactly, altar against altar. In their indecent declarations they have cast
blame and scorn on the institutions of Europe most worthy of respect. . . . In permitting
themselves these unprovoked attacks, in fostering revolutions wherever they show themselves,
in regretting those which have failed, in extending a helping hand to those which seem to
prosper, they lend new strength to the apostles of sedition, and reanimate the courage of every
conspirator.
71. What does Prince Metternich accuse the United States of fostering or encouraging?
72. Using information from the documents, your answers to the questions in Part 1, and your
knowledge of U.S. history, write an essay that discusses how the Monroe Doctrine sent American
citizens, Latin Americans, and Europeans the message that the United States would not tolerate
European colonization in the American continents. Discuss both the geographical reasons for the
United States position on colonization and European reactions to it.
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Using the exhibit, answer the following questions. (4 points each)
73. How many people voted in the Election of 1828?
74. What regions preferred Adams?
75. What percentage of the electoral votes did Jackson win?
76. Judging from this map, how might westward expansion affect national politics after 1828?
77. Of the states that split their votes, which one had the largest majority for one candidate?
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Document-Based Questions Introduction
Historical Context:In the early 1800s, the Native Americans east of the Mississippi River continued to
face pressure from white settlers who wanted their lands. The situation grew more tense in 1828 when
gold was found on Cherokee land in Georgia. In response, President Andrew Jackson asked Congres
to support his policy on Native Americans.
Task: Compare the views of the U.S. government and Native Americans on land ownership and Native
American rights. Discuss the relationship of those views to the Indian Removal policy.
Study each document carefully and answer the questions that follow.
Document 1: from a speech to Congress by Andrew Jackson (1829)
The people . . . of every state . . . submit to you the interesting question whether something
cannot be done, consistently with the rights of the states, to preserve this much injured race. . . . I
suggest, for your consideration the propriety of setting apart an ample district west of the
Mississippi, and without the limits of any state or territory now formed, to be guaranteed to the
Indian tribes, as long as they shall occupy it. . . . But they should be as distinctly informed that if
they remain within the limits of the states they must be subject to their laws.
78. What would be required of Native Americans who chose to remain in their current homes? What
do you think most Native Americans thought of this choice?
79. Why do you think the route from the eastern home of the Cherokee west to Indian Country is
labeled "Trail of Tears" on this map?
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Document 3: Speech by Speckled Snake, a Creek Indian from one of the tribes forced to move
west, 1830
Brothers! . . . When the white man first came to these shores, the [Indians] gave him land, and
kindled him a fire to make him comfortable. . . . But when the white man had warmed himself
before the Indian's fire, and filled himself with the Indian's hominy, he became very large; he
stopped not for the mountain tops, and his feet covered the plains and the valleys. His hands
grasped the eastern and western sea. Then he became our white father. He loved his red
children; but said, "You must move a little farther, lest I should, by accident, tread on you." . . . He
said much; but it all meant nothing, but "move a little farther; you are too near me." I have heard a
great many talks from our great father, and they all ended the same. . . . Now he says, "The land
you live on is not yours; go beyond the Mississippi . . . ."Brothers! Will not our great father come
there also?
80. State in your own words the main message the white man wishes to deliver to the Native
American, according to Speckled Snake.
81. Using information from the documents, your answers to the questions in Part 1, and your
knowledge of U.S. history, write an essay that discusses the clashing views of the U.S.
government and Native Americans on the issue of Indian Removal. Explain how each side justified
its position.
Choose the letter of the best answer. (4 points each)
82. Why did J. Q. Adams have difficulty accomplishing his goals as president?
83. What was the central principle of Jacksonian democracy?
84. After the Supreme Court ruled in favor of the Cherokees, Jackson said, "John Marshall has made
his decision. . . . Now let him enforce it." What did he mean?
85. Which was NOT a reason why Southerners objected to high tariffs?
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Name: _______________________________________________
Period: __________
1.
2.
3.
4.
5.
6.
7.
8.
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11.
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36.
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37.
38.
39.
40.
41.
42.
43. __________
44. __________
45. __________
46.
47.
48.
49.
50.
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51.
52. ____
53. ____
54. ____
55. ____
56. ____
57.
58.
59.
60.
61.
62.
63.
64.
65.
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66.
67.
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70.
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85.
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Answer Key
1. the state governments
2. levy taxes
3. what to do with the Western lands
4. the Land Ordinance of 1785
5. Philadelphia, PA
6. how slaves would be counted for taxes and representation
7. Antifederalists
8. All of the above are true.
9. power is shared between the central government and the states
10. who should control the Western lands
11. All of the above are true.
12. their experiences under earlier British rule
13. The national government would be strong.
14. Dec. 1787 to May 1790
15. 4 years
16. House and Senate
17. legislative branch
18. veto
19. Bill of Rights
20. Congress
21. separation of powers
22. appointed by the president and confirmed by the Senate
23. the size of that state's population.
24. republicanism.
25. California
26. Washington
27. Illinois
28. equal to the number of its electors
29. all of the above
30. establish lower federal courts
31. legislative branch
32. can declare executive acts unconstitutional
33. by suggesting laws
34. federal judges
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35. The Spanish caused problems between Native Americans and settlers
36. He asked Congress to put a tax on imported foreign goods.
37. Native Americans gave up land.
38. Grain was too bulky to be stored.
39. France was America's ally but Britain was its biggest trading partner.
40. It gave them the right to use the Mississippi River and port of New Orleans.
41. There was a Federalist president and a Republican vice-president.
42. 20,000 square miles.
43. False / France
44. False / unlikely
45. True
46. the House of Representatives
47. all of the above
48. She helped a U.S. expedition explore the Louisiana Territory.
49. Francis Scott Key
50. Dolley Madison
51. It encouraged widespread British settlement in the Northwest.
52. C. Pacific Ocean
53. B. Missouri River
54. E. Mandan
55. A. Columbia River
56. D. Clatsop
57. 1804
58. 1814
59. telegraph-allowed people to communicate over long distances
60. interchangeable parts
61. New England
62. All of the above are true.
63. sectionalism
64. Latin America
65. It was a plan to make the United States economically self-sufficient.
66. a plan to allow slavery to spread into some areas but not others
67. canals, steamboats, improved roads, steam-powered trains
68. Britain and Spain
69. Haiti, Paraguay, Argentina, Chile, Mexico, Peru, Santo Domingo, Brazil
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70. The American continents are henceforth not to be considered as subjects for future colonization by
any European powers.
71. revolution in other regions
72. Possible responses should include the following points:
Students should understand that Monroe was reacting to recent revolution in Spain; European
monarchies had crushed the revolution, restored the Spanish king to his throne, and were
threatening to help Spain regain its Latin American colonies. President Monroe thought his
declaration to Congress was necessary for the protection of the United States. Any new
encroachment by European powers into the American hemisphere, he believed, would endanger
the security of democracy there. Metternich's angry reaction revealed that many Europeans saw
the United States as an audacious upstart nation that, having cast aside the traditions and
institutions Europeans held sacred, was now fostering revolution around the world.
73. 1,155,350
74. the Northeast, except for Pennsylvania, a large part of New York, and small parts of Maryland and
Maine
75. 56 percent
76. Westward expansion would seem to add strength to the Democratic Party.
77. Maine
78. Jackson said that if Native Americans chose to stay in their current homes, they would be bound
by the laws of their respective states. Since Native Americans had their own governments and
laws, and were not well served by U.S. laws, this solution would not have appealed to most of
them.
79. Since being forced from one's home and being made homeless is a painful process, and since
many Native Americans died in this action, the name "Trail of Tears" is an accurate description.
80. Stay away from me; move as far from me as you can; don't live where I live; there is no room for
you in this country; etc.
81. Student answers will vary but should include an understanding of the two points of view.
(Americans wanted to settle the land Native Americans occupied, and they did not want Indians,
with their different culture and laws, so close to them. Native Americans did not want to relinquish
land they had occupied long before white settlers had even come to North America.) Students
should also be able to explain how each side justified its position. Jackson did feel compassion for
the Native Americans, but he believed the country could not permit an Indian nation living within a
state. Thus, he declared his ultimatum that Native Americans had to conform to state laws and
customs or leave. Congress adopted Jackson's policy but only after heated debate. The Native
Americans felt they were being unfairly treated by the United States since they were being forced
to leave the land of their ancestors.
82. Jackson supporters dominated Congress.
83. spreading political power to common people
84. that Jackson did not intend to carry out the Court's ruling
85. Southerners bought many products from Northeastern manufacturers.
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Standards Summary
MA USI.6
Explain the reasons for the adoption of the Articles of
Confederation in 1781 including why its drafters created a weak
central government; analyze the shortcomings of the national
government under the Articles; and describe the crucial events
(e.g., Shays's rebellion) leading to the Constitutional Convention.
(H, C)
NCSS IIb
identify and use key concepts such as chronology, causality,
change, conflict, and complexity to explain, analyze, and show
connections among patterns of historical change and continuity
MA USI.7.1
Explain the roles of various Founders at the Convention.
Describe the major debates that occurred at the Convention, and
the "Great Compromise" that was reached: Major Debates (H, C)
MA USI.7.1.d
Explain the roles of various Founders at the Convention.
Ddescribe the major debates that occurred at the Convention,
and the "Great Compromise" that was reached: Major
Debates-slavery.
MA USI.8
Describe the debate over the ratification of the Constitution
between Federalists and Anti-Federalists and explain the key
ideas contained in the Federalist Papers on federalism, factions,
checks and balances, and the importance of an independent
judiciary. (H, C)
MA USI.9
Explain the reasons for the passage of the Bill of Rights. (H, C)
MA USI.7.2.c
Explain the roles of various Founders at the Convention.
Describe the major debates that occurred at the Convention, and
the "Great Compromise" that was reached: Founders-James
Madison
MA USI.7.1.a
Explain the roles of various Founders at the Convention.
Describe the major debates that occurred at the Convention, and
the "Great Compromise" that was reached: Major Debates-the
distribution of political power
MA USI.10
On a map of North America, identify the first 13 states to ratify the
Constitution. (H, G)
NCSS III
People, Places, and Environment. Technological advancements
have insured that students are aware of the world beyond their
personal locations. As students study content related to this
theme, they create their spatial views and geographic
perspectives of the world; social, cultural, economic, and civic
demands mean that students will need such knowledge, skills,
and understandings to make informed and critical decisions
about the relationship between human beings and their
environment. Students use maps and text to gain a better
understanding of locale and environment, and they learn how
historical events have been affected by environmental factors.
Students also learn about the roles people take in creating their
own environments, such as building suburbs. The textbook also
includes the feature "Geography Spotlight."
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MA USI.14
Explain the characteristics of American democracy, including the
concepts of popular sovereignty and constitutional government
(which includes representative institutions, federalism,
separation of powers, shared powers, checks and balances, and
individual rights). (H, C)
NCSS VIe
identify and describe the basic features of the political system in
the United States, and identify representative leaders from
various levels and branches of government
NCSS VIb
describe the purpose of government and how its powers are
acquired, used, and justified
MA USI.9.b
Explain the reasons for the passage of the Bill of Rights: the
particular ways in which the Bill of Rights protects basic
freedoms, restricts government power, and insures rights to
persons accused of crimes
NCSS VIa
examine persistent issues involving the rights, roles, and status
of the individual in relation to the general welfare
NCSS IIIb
create, interpret, use and distinguish various representations of
the earth, such as maps, globes, and photographs
MA CS.8-12.4
Interpret and construct charts and graphs that show quantitative
information.
(H, C, G, E)
NCSS IIIc
use appropriate resources, data sources, and geographical tools
such as aerial photographs, satellite images, geographical
information systems, map projections, and cartography to
generate, manipulate, and interpret information such as atlases,
data bases, grid systems, charts, graphs, and maps
MA USI.22
Summarize the major policies and political developments that
took place during the presidencies of George Washington
(1789-1797), John Adams (1797-1801), and Thomas Jefferson
(1801-1809). (H, C)
NCSS IX
Global Connections. The realities of global interdependence
require understanding of the increasingly important and diverse
global connections among world societies before there can be
analysis leading to the development of possible solutions to
persisting and emerging global issues. Students learn how the
United States is connected to other countries. They learn why the
United States gets involved in affairs in other countries and why
it goes to war. They learn about U.S. foreign policy, and about
how organizations such as the United Nations affect the global
community. They also learn about the importance of universal
human rights.
MA USI.22.b
Summarize the major policies and political developments that
took place during the presidencies of George Washington
(1789-1797), John Adams (1797-1801), and Thomas Jefferson
(1801-1809): the conflicting ideas of Thomas Jefferson and
Alexander Hamilton
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NCSS VIi
give examples and explain how governments attempt to achieve
their stated ideals at home and abroad
MA USI.26
Describe the causes, course, and consequences of America's
westward expansion and its growing diplomatic assertiveness.
Use a map of North America to trace America's expansion to the
Civil War, including the location of the Santa Fe and Oregon
trails. (H, E, G)
MA USI.22.a
Summarize the major policies and political developments that
took place during the presidencies of George Washington
(1789-1797), John Adams (1797-1801), and Thomas Jefferson
(1801-1809): the origins of the Federalist and
Democratic-Republican parties in the 1790s
MA USI.25
Trace the influence and ideas of Supreme Court Chief Justice
John Marshall and the importance of the doctrine of judicial
review as manifested in Marbury v. Madison (1803). (H,C)
NCSS IIIi
describe ways that historical events have been influences by,
and have influences, physical and human geographic factors in
local, regional, national, and global settings
MA USI
U.S. History I
MA USI.26.a
Describe the causes, course, and consequences of America's
westward expansion and its growing diplomatic assertiveness.
Use a map of North America to trace America's expansion to the
Civil War, including the location of the Santa Fe and Oregon
trails: the War of 1812
MA USI.16
Describe the evolution of the role of the federal government,
including public services, taxation, economic policy, foreign
policy, and common defense. (H, C)
MA USI.28.a
Explain the emergence and impact of the textile industry in New
England and industrial growth generally throughout antebellum
America: the technological improvements and inventions that
contributed to industrial growth
NCSS VIIIb
show through specific examples how science and technology
have changed people's perceptions of the social and natural
world, such as in their relationship to the land, animal life, family
life, and economic needs, wants and security
MA USI.28.c
Explain the emergence and impact of the textile industry in New
England and industrial growth generally throughout antebellum
America: the rise of a business class of merchants and
manufacturers
NCSS IIc
identify and describe selected historical periods and patterns of
change within and across cultures, such as the rise of
civilizations, the development of transportation systems, the
growth and breakdown of colonial systems, and others
NCSS IIIa
elaborate mental maps of locales, regions, and the world that
demonstrate understanding of relative location, direction, size,
and shape
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MA USI.27
Explain the importance of the Transportation Revolution of the
19th century (the building of canals, roads, bridges, turnpikes,
steamboats, and railroads), including the stimulus it provided to
the growth of a market economy. (H, E)
NCSS VIIIa
examine and describe the influence of culture on scientific and
technological choices and advancement, such as in
transportation, medicine, and warfare
MA USI.35
Describe how the different economies and cultures of the North
and South contributed to the growing importance of sectional
politics in the early 19th century. (H)
MA USI.26.c
Describe the causes, course, and consequences of America's
westward expansion and its growing diplomatic assertiveness.
Use a map of North America to trace America's expansion to the
Civil War, including the location of the Santa Fe and Oregon
trails: the 1823 Monroe Doctrine
MA USI.24
Describe the election of 1828, the importance of Jacksonian
democracy, and Jackson's actions as President. (H)
MA USI.36.a
Summarize the critical developments leading to the Civil War: the
Missouri Compromise (1820)
MA USI.24.c
Describe the election of 1828, the importance of Jacksonian
democracy, and Jackson's actions as President: Jackson's policy
of Indian Removal
MA USI.26.d
Describe the causes, course, and consequences of America's
westward expansion and its growing diplomatic assertiveness.
Use a map of North America to trace America's expansion to the
Civil War, including the location of the Santa Fe and Oregon
trails: the Cherokees' Trail of Tears
MA USI.23
Analyze the rising levels of political participation and the
expansion of the suffrage in antebellum America. (C, H)
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