Chapter 8 Pre-Test
Name: _______________________________________________
__________
Period:
Choose the letter of the best answer.
____ 1. What area was considered the Backcountry?
A. land "back" in England
B. land along the Appalachians
C. land where the slaves lived
____ 2. What is subsistence farming?
A. farming that is subsidized by the local government to help poorer families
B. farming that is substandard and unable to sell in local markets
C. farming to produce food for one family and a little extra for trade
____ 3. Which of the following happened during the triangular trade?
A. Ships exported rum and iron from New England and traded it in Africa.
B. Ships' cargo was traded in Africa for slaves to be brought to America.
C. All of the above are true.
____ 4. What was the purpose of the Navigation Acts?
A. to make sure that England received part of the New England trade profits
B. to make sure the colonies ensured proper shipping traffic in colonial waters
C. to make sure that Spain had control of territorial waters in the Caribbean
____ 5. Which group's lifestyle was most like that of the nobles of Europe?
A. New England merchants
B. Southern planters
C. Backcountry farmers
____ 6. What was the importance of cash crops?
A. These crops were shipped only to Europe.
B. These crops were used to pay property tax.
C. These crops were sold for money.
____ 7. Which of the following was true of Conestoga wagons?
A. They were built by Germans and had wide wheels and curved beds.
B. The wagons had canvas covers to protect their contents from rain.
C. All of the above are true.
____ 8. What did it mean to have a diverse population in a colonial region?
A. to have only one racial and cultural group
B. to have a variety of racial and cultural groups
C. to have an equal mix of two racial and cultural groups
____ 9. Who were the overseers on the plantations?
A. slaves
B. planters
C. men who supervised slaves
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____ 10. What took place during the Stono Rebellion?
A. Colonists opposed unfair treatment of slaves.
B. The Spanish led a public protest against slavery.
C. Rebellious slaves killed several planter families.
Using the exhibit, choose the letter of the best answer.
____ 11. How many years are covered in this chart?
A. 100
B. 60
C. 30
____ 12. What do the numbers 0 to 800 along the bottom of the graph signify?
A. population, in thousands
B. years, in centuries
C. children born in the colonies
____ 13. What was the approximate number of Europeans in 1740?
A. 150,000
B. 250,000
C. 300,000
____ 14. Approximately how many people of African descent were in the Southern
Colonies in 1720?
A. 1,000
B. 25,000
C. 50,000
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____ 15. In which year did the European population become greater than 100,000?
A. 1700
B. 1720
C. 1740
Using the exhibit, choose the letter of the best answer.
____ 16. In which colonial regions was the fall line found?
A. New England and Middle colonies
B. Middle and Southern colonies
C. Southern Colonies and Backcountry
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____ 17. Which of the colonial regions stretched west to the Backcountry?
A. New England Colonies
B. Middle Colonies
C. all of the above
____ 18. Which of the colonial regions covered the most land area?
A. New England Colonies
B. Middle Colonies
C. Southern Colonies
____ 19. Where is the Piedmont located?
A. between the fall line and the Appalachians
B. west of the Appalachian Mountains
C. within the Southern colonies only
____ 20. Which of the colonial regions had coastlines on the Atlantic Ocean?
A. New England Colonies
B. Middle Colonies
C. all of the above
____ 21. In which colonies was the piedmont found?
A. New England Colonies
B. Southern Colonies
C. Middle and Southern colonies
____ 22. Which colonial region is cut nearly in half by the fall line?
A. New England Colonies
B. Middle Colonies
C. Southern Colonies
____ 23. In which directions might a settler from the Southern Colonies travel to reach the
Backcountry?
A. north or east
B. north or west
C. south or east
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Using the exhibit, choose the letter of the best answer.
____ 24. Approximately how many enslaved Africans lived in the Southern Colonies in
1740?
A. 400,000
B. 250,000
C. 125,000
____ 25. In which year did the African population come closest to the European
population?
A. 1700
B. 1720
C. 1760
Choose the letter of the best answer.
____ 26. What was distinctive about the New England Colonies?
A. The region attracted immigrants from all over Europe.
B. New England had long winters and rocky soil.
C. Many settlers used enslaved Africans to work their plantations.
____ 27. As they traveled west, in what order did colonists encounter the geographic
features of the Backcountry?
A. first the mountains, next the fall line, then the piedmont
B. first the piedmont, next the fall line, then the mountains
C. first the fall line, next the piedmont, then the mountains
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____ 28. What were the major industries that made the New England Colonies
prosperous?
A. farming and hunting
B. fishing and the slave trade
C. shipbuilding and fishing
____ 29. Which of the following was NOT part of the Navigation Acts?
A. All shipping had to be done in English ships or ships made in the English
colonies.
B. Enslaved Africans were only to be sold in Spanish ports.
C. European imports to the colonies had to pass through English ports.
____ 30. For the few enslaved Africans who could buy their freedom, what type of future
awaited them?
A. They might become sailors or carpenters.
B. They might become merchants or printers.
C. All of the above are true.
____ 31. Which of the following was a key factor in the decline of the Puritan religion?
A. the production of rum for the triangular trade
B. the right to vote based on property ownership
C. an increase in the practice of Native American religions
____ 32. Which of the following was true of the plantation system?
A. Nearly everything that planters, their families, and their workers needed
was produced on the plantation.
B. Indentured servants made up the majority of plantation workers, leaving
families time to relax.
C. A planter class formed, which had the wealth to buy more slaves and
produce more goods.
____ 33. What was one way the slave codes were made stricter following the Stono
Rebellion?
A. Slave owners were taxed heavily for not being able to control their own
slaves.
B. Plantation owners were forced to give up part of their land for their slave's
rebellions.
C. It became illegal for enslaved Africans to meet with free blacks.
____ 34. What often caused enslaved Africans to work slowly or perform their jobs
incorrectly?
A. They were protesting their enslavement.
B. They did not know how to farm.
C. They had not been well-trained by overseers.
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____ 35. In what way was plantation life similar to Backcountry life?
A. In both places, the labor force was made up largely of enslaved Africans.
B. In both places, nearly everything needed could be found or produced on the
farm.
C. In both places, the economy was largely based on trade with the other
colonies.
Using the exhibit, answer the following questions.
36. Which colonial region was least able to expand into the Backcountry?
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37. What is the approximate length in miles of the piedmont?
38. In which direction would a traveler west of the fall line have to travel to get to the New
England Colonies?
39. Through which colonial region did the Ohio River flow?
40. What geographical feature made it difficult to get to the Backcountry?
Using the exhibit, choose the letter of the best answer.
____ 41. In what year was the percentage of African Americans in the Southern Colonies'
population the highest?
A. 1700
B. 1720
C. 1760
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____ 42. Approximately how much did the African Americans' population grow between
1700 and 1760?
A. 1,760
B. 100,000
C. 270,000
____ 43. In what year was the number of African Americans in the Southern Colonies the
smallest percentage of the region's total population?
A. 1700
B. 1720
C. 1740
____ 44. How much did the European population change between 1700 and 1740?
A. decreased by half
B. doubled
C. more than tripled
____ 45. What was the approximate growth in the African-American population between
1720 and 1760?
A. 75,000
B. 250,000
C. 400,000
Answer the following question(s) on the back of this paper or on a separate sheet of
paper.
46. Drawing Conclusions How did changes in voting and religious rights in
Massachusetts in the late 1600s and early 1700s help bring about the decline of the
Puritan religion?
47. Comparing and Contrasting Compare the economies of the New England Colonies,
the Middle Colonies, and the Southern Colonies. Why did the regions develope
differently?
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48. Evaluating How did the locations of Philadelphia and New York help them to become
major colonial trading centers?
49. Drawing Conclusions Explain how and why agriculture developed differently in the
Middle and Southern colonies than it did in New England.
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Answer Key
1. B. land along the Appalachians
2. C. farming to produce food for one family and a little extra for trade
3. C. All of the above are true.
4. A. to make sure that England received part of the New England trade profits
5. B. Southern planters
6. C. These crops were sold for money.
7. C. All of the above are true.
8. B. to have a variety of racial and cultural groups
9. C. men who supervised slaves
10. C. Rebellious slaves killed several planter families.
11. B. 60
12. A. population, in thousands
13. B. 250,000
14. C. 50,000
15. B. 1720
16. C. Southern Colonies and Backcountry
17. C. all of the above
18. C. Southern Colonies
19. A. between the fall line and the Appalachians
20. C. all of the above
21. C. Middle and Southern colonies
22. C. Southern Colonies
23. B. north or west
24. C. 125,000
25. C. 1760
26. B. New England had long winters and rocky soil.
27. C. first the fall line, next the piedmont, then the mountains
28. C. shipbuilding and fishing
29. B. Enslaved Africans were only to be sold in Spanish ports.
30. C. All of the above are true.
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31. B. the right to vote based on property ownership
32. A. Nearly everything that planters, their families, and their workers needed was
produced on the plantation.
33. C. It became illegal for enslaved Africans to meet with free blacks.
34. A. They were protesting their enslavement.
35. B. In both places, nearly everything needed could be found or produced on the
farm.
36. New England Colonies
37. 800 miles
38. northeast
39. Backcountry
40. Appalachian Mountains
41. C. 1760
42. C. 270,000
43. A. 1700
44. C. more than tripled
45. B. 250,000
46. Possible responses should include the following points:
A new government charter granted religious freedom for all Protestants. The charter
also changed the voting qualification from church membership to property
ownership. The voting change meant that one did not have to be a Puritan in order to
have political power in the colony, which gave colonists less incentive to become or
remain Puritans. The other charter change gave discontented Puritans or
newcomers to Massachusetts a religious alternative. These two changes combined
to put Puritanism into decline.
47. Possible responses should include the following points:
The New England Colonies had the most diverse economy, based on subsistence
agriculture, shipping and shipbuilding, fishing, and trade. The Middle Colonies had a
diverse economy based on cash crops, manufacturing, and trade. The Southern
Colonies grew cash crops on plantations using slave labor. The self-sufficient
plantations kept the South largely rural and discouraged economic diversity.
Regional differences were largely due to geography.
48. Possible responses should include the following points:
Both cities were located on the coast and had good ports, thus providing them with
access to shipping. Both also were located at or near the mouths of major rivers. This
meant that people inland could easily get their goods to market in these cities.
Finally, the geography of both colonies provided merchants in these cities with a
brisk business in cash crops and other goods from the interior.
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49. Possible responses should include the following points:
The short growing season and poor, rocky soil kept farming from being profitable in
New England. Farmers there practiced subsistence agriculture. In the Middle and
Southern colonies, the growing season was longer and the soil was richer. These
regions developed cash crops, such as grain in the Middle Colonies and rice and
tobacco in the Southern Colonies. The labor-intensive and soil-exhausting cultivation
of tobacco and rice resulted in a plantation system and the involvement of slave
labor, whereas in New England such a system would not have been profitable.
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Standards Summary
NCSS IIIe
locate and describe varying landforms and geographic
features, such as mountains, plateaus, islands, rain
forests, deserts, and oceans and explain their
relationships within the ecosystem
NCSS IIIh
examine, interpret, and analyze physical and cultural
patterns and their interactions such as land use,
settlement patterns, cultural transmission of customs
and ideas, and ecosystem changes
MA CS.8-12.7
Show connections, causal and otherwise, between
particular historical events and ideas and larger social,
economic, and political trends and developments.
(H, G, C, E)
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 Ia
compare similarities and differences in the way groups,
societies, and cultures meet human needs and
concerns
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
NCSS VIIIa
examine and describe the influence of culture on
scientific and technological choices and advancement,
such as in transportation, medicine, and warfare
NCSS Ib
explain how information and experiences may be
interpreted by people from diverse cultural perspectives
and frames of reference
NCSS Ie
articulate the implications of cultural diversity, as well as
cohesion, within and across groups
MA CS.8-12.4
Interpret and construct charts and graphs that show
quantitative information.
(H, C, G, E)
NCSS IIId
estimate distance, calculate scale, and distinguish other
geographical relationships such as population density
and spatial distribution patters
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MA CS.8-12.11
Using historical maps, locate the boundaries of the
major empires of world history at the height of their
powers. (H, G)
NCSS IIIb
create, interpret, use and distinguish various
representations of the earth, such as maps, globes, and
photographs
NCSS IIIf
describe physical system changes such as seasons,
climate and weather, and the water cycle and identify
geographical patterns associated with them
NCSS Id
explain why individuals and groups respond differently
to their physical and social environments and/or change
to them on the basis or shared assumptions, values and
beliefs
NCSS Ic
explain and give examples of how language, literature,
the arts, architecture, other artifacts, traditions, beliefs,
values, and behaviors contribute to the development
and transmission of culture
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