Exploring America
Student Review
Exploring America Student Review
ISBN: 978-1-60999-074-9
Copyright © 2014 Notgrass Company. All rights reserved.
No part of this material may be reproduced without permission from the publisher.
Literary analysis by Ray Notgrass
Cover design by Mary Evelyn McCurdy
Cover Image: The Meeting by C. M. Russell, 1910, Library of Congress
Printed in the United States of America
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A Note to Parents
The Exploring America Student Review Pack is a tool to measure your student’s progress as
they study Exploring America. It includes three books: the Student Review, the Quiz and Exam
Book, and an Answer Key. This material is intended to enhance your student’s study of American
history. Please do not let it become a burden. Students should focus on learning about the issues,
the people, and the scope of American history, as they enjoy the literature and the primary
documents and grow in their understanding of God’s Word. We pray you and your student
have a successful journey through the history of America!
Student Review
The Student Review includes review questions and literary analysis of the twelve literature
titles we suggest students read as they study Exploring America. The material in the Student
Review is arranged in the order in which a student will come to it as he studies the course. The
assignment box at the end of each lesson in Exploring America Part 1 and Part 2 prompts your
student to refer to the questions, commentary, and literary analysis at the appropriate time.
Review Questions. The Student Review includes review questions on each lesson, questions
on selected readings from American Voices, and questions on each of the twelve literature titles.
Many parents require their students to write out answers to these questions on paper or on
a computer; however, that is certainly not required. Other parents and students discuss the
questions orally, and some parents use them for family discussion.
Literary Analysis. We love good books. We have carefully selected the literature titles that
are assigned with this course. If you want your student to simply read and enjoy the books, we
think that is wonderful. If you would like them to dig a little deeper and analyze the literature,
the tools for that are included in this book. As we said above, please do not let any of this
material become a burden.
After this Note to Parents, we have included “Who, What, How, Why, and Why Not: A
Primer for Literary Analysis of Fiction” (to be read after Lesson 15) and “What Do You Think
About What He Thinks? A Primer for Analysis of Non-Fiction” (to be read after Lesson 35). Your
student will be given a reminder when it is time to read these sections.
Quiz and Exam Book
The Quiz and Exam Book contains unit quizzes and comprehensive exams in history,
English, and Bible. The assignment box at the end of each lesson in Exploring America
Part 1 and Part 2 prompts your student to take a quiz at the end of each unit and to take
the comprehensive exams six times throughout the course. Each of these exams includes
material from five units. The quizzes and exams have been designed so that you can tear out
one at a time and have your student write directly on that piece of paper.
Preparing for Quizzes. To prepare for a unit quiz, the student should look back over the
review questions from that unit and review the main headings in the lessons from the unit.
Preparing for Exams. To prepare for the comprehensive exams in history, English, and Bible,
the student should review the following material:
History: Students should study the review questions and answers from the first
four lessons of each of the previous five units. They should also review subject
headings in the first four lessons of each of the previous five units.
Bible: Students should study the review questions and answers from the Bible
lesson of each of the previous five units (the last lesson in each unit), the subject
headings from those lessons, and the Bible questions answered in the previous five
units.
English: Students should review the questions that were asked from the selected
American Voices readings during the previous five units and the questions asked
about the literature titles that were assigned during those five units. They should
also review the titles, authors, and settings of those readings.
Answer Key
The Answer Key contains the answers to the review questions, Bible assignments, quizzes,
and exams, as well as the answers to questions posed in the literary analysis. The number
in parentheses after an answer indicates the page number on which that answer is found in
Exploring America Part 1 and Part 2 and American Voices.
Who, What, How, Why, and Why Not:
A Primer for Literary Analysis of Fiction
People read books. Some books (think Shakespeare, Charles Dickens, and Jane Austen) are
still widely read decades and even centuries after they were written. Many, many books (think
of the highly forgettable ones you see in used book sales—over and over) are a flash in the pan
or are even less noticeable. What’s the difference? Is it just that most people like this book and
most people dislike that one? Sort of, but it is more nuanced than that.
Literary analysis is studying the parts of a work of literature (such as plot, setting, characters,
and narration) to see how the author uses them to create the overall meaning of the work as a
whole. Professors, teachers, students, critics, and everyday people analyze works of literature:
novels, short stories, poems, and non-fiction. They think about the story or plot of the book, how
it develops, the characters in the book, the words and structure that the author uses, and other
elements of the work.
People who analyze literature have developed standard methods. Primarily, this involves
looking for elements that are found in most literary works. The purpose of literary analysis is to
understand how a piece of literature works: how the writer constructs his or her story, and why
the work affects readers the way it does.
Did you ever see yourself doing literary analysis? Does the phrase “literary analysis” make
washing dishes or chopping firewood seem exciting? I understand. But it is more interesting
than it might sound. Think of it as finding the answers to some big questions: “What makes a
story good?” “What are the building blocks of great writing?” “Why do I keep thinking about
that book and want to read it again?” “What is the difference between a book you stay up late
to read and one that should be re-purposed as a fire starter?” Even if you don’t want to make a
lifelong habit of literary analysis, as an educated person you should know the basics of how it
works. It can also be kind of fun.
Literary analysis can help you appreciate the power of a work of literature. It can provide
you with insights for a deeper appreciation of the next novel (or poem or history) you read. On
a practical level, literary analysis is often what a classroom teacher wants students to do in order
to understand a book. So literary analysis is good as long as it is a means to a good end and
achieves a worthy goal. However, if literary analysis becomes an end in itself, or a way to show
how much someone knows or thinks he knows about literature, or something that gets in the
way of enjoying a work of literature, it no longer serves a good purpose. In other words, literary
analysis has its place; but it is not the purpose of literature.
Writers do not write in order to have their work subjected to literary analysis. Nathaniel
Hawthorne did not write The Scarlet Letter, nor did Charles Dickens write A Tale of Two Cities, for
English teachers to analyze them to death or so that professors would have material for exams.
They wrote because they had stories to tell; they wanted to connect on an emotional level with
readers. These authors were successful because they did that well, and this is why their books
are considered classic works of literature.
Here are some standard elements of literary analysis.
Plot
The plot is the story of a piece of fiction. Fiction is a work of imagined narrated prose, usually
either a novel or a short story. The plot is what happens to make it a story.
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Gustav Freytag was a nineteenth-century German novelist who found a typical pattern
of plot development in Greek and Shakespearean dramas. The same pattern is found in most
fictional literature. Freytag depicted it as a pyramid.
Ac
ti
ing
Ris
on
Exposition
(including Narrative Hook)
ti
Ac
ng
Inciting Incident
li
Fal
on
Climax
Resolution
Denouement
The examples below refer to The Lion, the Witch, and the Wardrobe.
Exposition: laying out the situation and background, introducing the characters. (Within this element
will often be a narrative hook, an event or description that gets you interested in the story
and wanting to read more.) Four children come to stay in a professor’s country home. The
narrative hook is when Lucy finds a magic wardrobe in a back room and visits Narnia:
what will happen next?
Inciting incident: something that gets the story moving.
Lucy meets the faun, who expresses inner conflict over what he is doing.
Rising action: building drama; each significant event is called a complication.
All four children go to Narnia, they meet the Beavers, Edmund betrays his siblings to the White
Witch, and so forth.
Climax: the single key event or turning point; the moment of greatest tension.
Aslan sacrifices his life on behalf of Edmund.
Falling action: events that occur as a result of the climax.
The good and evil creatures in Narnia have a battle.
Resolution: the event in which the main issue is resolved.
Aslan’s side wins. The four children are established as kings and queens.
Denouement (day-new-maw): the finishing out and tying up of the details of the story.
The four children grow up, rule Narnia, and then return to their own world.
Freytag’s Pyramid is only a typical plot development. It accurately describes the plots of
many pieces of fiction, but there are many variations and exceptions. Writers do not necessarily
write to the Freytag Pyramid. Don’t try to force a work into the pyramid if it doesn’t seem to
fit. In addition, people will sometimes have different ideas about what is the narrative hook,
inciting incident, resolution, or even the climax in a really dramatic story.
The key question to ask about the plot of a piece of literature is, “What is the conflict?”
What is the issue that the main character needs to resolve? Is it conflict within himself, perhaps
between what he wants and what he actually has? Is it a conflict between himself and another
character, or between himself and the expectations of others? Is it the conflict of wanting to reach
a goal but being unable to do so? What keeps or moves the character out of stability and causes
tension? The tension between Pip and Estella is one conflict in Great Expectations. The quest for
the ring is a continuing conflict in The Hobbit and The Lord of the Rings. A skillful writer might
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have several lines of conflict in a work and interweave them into a gripping narrative. Conflict
and struggle are how we grow as persons, so the conflict in a story is an important way for us to
identify with the characters in the story.
The time, place, and social environment of a story is the setting. The plot unfolds in these
surroundings. Is the story set among the working class of early ninteenth-century England,
among fishermen of first-century Israel, among slaves in the southern United States just before
the Civil War, or among homeschooling families of twenty-first century America? The setting
will affect what characters know, their assumptions and aspirations, and how they act and
speak. The geographical setting always impacts the development of the story: isolated mountain
villagers will act and speak differently from urban dwellers.
Another key element of the plot is the structure of the story, how it is told. A straight
chronological narrative is simplest, but an author might want to use flashbacks (descriptions of
events that happened earlier, out of chronological order) and foreshadowings (hints at things
that will come later) to convey attributes of characters or particular feelings to the story.
Archetypes (ARK-eh-types) are typical or standard plot elements, such as a character on a
quest, the pursuit of an elusive goal, the loss of innocence, or an initiation into a new situation.
Many of America’s most famous works of literature include one or more of these elements
because these situations make for a good story. Everyone goes through these times or has these
dreams.
Characters and Characterization
• The characters are the people in a story.
• The protagonist is the main character of the story (Jo in Little Women).
• The antagonist is the character who works against the protagonist and provides some
degree of conflict (the White Witch in The Lion, the Witch, and the Wardrobe).
• The confidant is someone to whom a character reveals his thoughts and motives (Margaret
plays this role for Bessy and Mr. Bell plays this role for Margaret in North and South).
• The mentor teaches another character about life (Marmee in Little Women).
• A foil is often a minor character who by being a contrast illuminates another character
(for instance, the slick operator who serves to highlight the integrity of the protagonist).
• Other typical characters are the hero (Sir Percy Blakeney, the Scarlet Pimpernel), the
scapegoat (Tom Robinson in To Kill a Mockingbird), and the buddy pair (Don Quixote
and Sancho Panza).
• A round character is three-dimensional, one whose personality is well-developed and
who has some internal struggles expressed. In other words, he is believable and realistic.
David Copperfield is a round character. A flat character is not developed in the story
(Jethro in The Cat of Bubastes). A stock character portrays a stereotypical role, such as the
cruel stepmother in Cinderella, the slow and dimwitted policeman, or the unemotional
accountant. A stock character might be round or flat. A dynamic character changes during
the story (matures or regresses, as Margaret Hale does in North and South), while a static
character does not change (Fanny in North and South). A good author uses each character
to advance the story in some way, not just to clutter the pages.
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Characterization is the way that the author reveals the nature and personality of the
characters. This is how the author makes a character real. What do you learn about a character
in the course of the story? How do you learn about him or her? The narrator might tell the reader
about a character (direct characterization), or the author might reveal a character’s attributes
by what the character says or does (indirect characterization). Typical methods of indirect
characterization include a character’s actions and his effect on others, a character’s dress and
appearance, how he talks and what he says, and the thoughts he reveals. The author might
convey information about a character through his interactions with others, by what others say
about the character, or by discrepancies between the character’s reputation and his real actions
or between what he says and what he does. A narrator (and through the narrator the author)
might express an evaluation of a character by comments he or she makes. If a character grows
or changes, how does the author show this: insights that she gains, experiences that teach her
lessons, or by demonstrating different ways of acting or speaking over the course of the story?
Conflict within a character or between characters can be distinct from conflict in the story.
In A Tale of Two Cities, for example, the conflict between the Defarges and the other French
revolutionaries on one hand and the French aristocracy on the other is different from the conflict
within Sydney Carton himself. What does a character do about conflict? Does he try to escape it,
does he repress it, or does he address it?
Narrative
The Narrator. Who is telling the story? One key element of the narrative is the point of view
of the narrator. The narrator might be first person, a character in the story. A first person narrator
might be a major or a minor character in the story. The character David Copperfield is the first
person narrator of the Charles Dickens novel by that name; the first-person narrator Ishmael in
Moby Dick is a relatively minor character in that book. A narrator might be third person, one who
is not a character in the story. The narrator might be omniscient, meaning that he or she knows
the thoughts and motives of each character, or he might be limited omniscient, knowing the
thoughts and motives of just one person. A narrator might be objective, not knowing anything
about the inner thoughts of the characters except what the characters themselves reveal. One
way to describe an objective narrator is that he knows and conveys only what a camera sees. A
rare form of narration is second person, by which the author describes the reader himself going
through the events of the story. Another rare form of narration is the stream of consciousness
approach, in which the narrator relates the jumble of his own (or one character’s own) thoughts as
they occur to him. William Faulkner’s The Sound and the Fury is told in a stream of consciousness
approach.
An author chooses the narrative approach for a reason. In Great Expectations, the reader has
much more sympathy for Pip, the main character and first person narrator, than he would if
the story were told by a third person narrator, although Dickens used third person narrators in
many of his works.
Narrative Mood. What is the mood or tone of the narration? Is the narrator light-hearted,
angry, skeptical, condescending, or sad and defeated? The mood of the characters might be
different from the tone the author conveys. The characters might be harsh and judgmental,
but the narrator could be sympathetic to the victims of the harshness. Simon Legree is a harsh
character in Uncle Tom’s Cabin; but the author/narrator Harriet Beecher Stowe is sympathetic to
Tom, the target of Simon’s harshness. The author might have an agenda or cause she is trying
to get across through the way the book is narrated. A rare approach is the unreliable narrator
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who is so prejudiced that the reader cannot trust what the narrator says and has to filter what
the narrator says to determine the truth. It is possible for an author to have a tone or agenda
that is different from the tone or agenda of the narrator. For instance, the author might want to
condemn the lifestyle of the rich and famous. To do so he makes the narrator so fawning toward
and accepting of the rich and famous that it turns the reader off. This is a subtle form of sarcasm
as a tone.
Narrative Style. An author will use a particular style, such as formal or colloquial language,
or take a logical or emotional approach to the story. Does the author use dialog, which is the
recording of direct quotes of conversations between characters, to advance the story?
Literary Techniques. How does the author use words to tell his story? He has several tools
at his disposal.
• Imagery is using descriptive language to convey appearance or other attributes. It is
painting pictures with words. Compare “We walked between two large rocks and came
to a big field” to “The narrow passage between the towering cliffs opened into a meadow
lush with wildflowers.”
• Simile is a comparison using like or as. “His encouragement was like a breath of fresh
air to me.”
• Metaphor is a comparison in which one thing is said to be another. “You are a rock of
stability to me.”
• Symbolism is the use of one thing to represent another. Literature often uses archetypical
symbols to convey certain ideas: night often portrays mystery or evil; a mountain can
represent an obstacle to overcome; winter and spring can represent death and rebirth.
• Allegory is an extended comparison, in which every or almost every character or event
represents something else. Animal Farm is an allegory of the Russian Revolution.
• Apostrophe is addressing someone who is not present or something that is not human.
“Caesar, thou are revenged” (from Julius Caesar, spoken after Caesar was dead).
• Synecdoche (sih-NEK-doh-key) is using a part for the whole. “Ten thousand feet marched
down the street to an endless beat of drums” (people marched, not just feet).
• Metonymy (meh-TONN-eh-mi) is substituting one term for another because of the close
association between the two. “The White House announced a new economic stimulus
package today” (meaning the President or an administration official did so, not the
physical structure at 1600 Pennsylvania Avenue in Washington, D.C.).
• Hyperbole is intentional overstatement. “I think of you a million times a day.”
• Litotes (LIH-tuh-teez) is intentional understatement. “His donation to the charity was
not insignificant” (meaning it was significant).
• Irony is a contrast between appearance and reality. Irony can be situational (a man
proposing marriage to a woman in a comical setting such as being stuck in a elevator,
or characters trying to keep from laughing out loud in a quiet museum), verbal (one
character doing something foolish and another character saying the opposite, such as,
“That was an intelligent thing to do!”), or dramatic (the reader knows more than the
character does, so the reader knows that it is ironic that the character is doing this because
it is fruitless or dangerous).
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• Oxymoron (ox-ee-MORE-on) is a contradiction in terms. “The silence was deafening.”
• Paradox is a phrase or statement that appears to be contradictory but in fact might convey
a deep truth. “I know that I know nothing at all.”
• Antithesis is putting together two opposite ideas to achieve the effect of a contrast. “It
was the best of times, it was the worst of times.”
• Personification is the giving of human traits to non-human things. “The trees waited
eagerly for the rising of the sun.”
• Alliteration is the repetition of the same initial verbal sound. “Billy bounced a ball by
the backyard barbecue.” To be more specific: assonance is the repetition of the same
vowel sound; consonance is the repetition of the same consonant sound. Alliteration
gives rhythm to a statement or phrase that can increase its emotional impact. “And the
raven, never flitting, still is sitting, still is sitting/On the pallid bust of Pallas just above my
chamber door.”
Topic and Theme. A book will usually have a topic and a theme. These are two different
attributes even though they sound similar. A topic is a brief description of the book, such as,
“The American Revolution,” “How cattle drives worked,” or “Life in an early twentieth-century
Appalachian community.” A theme can usually be stated in one sentence and often expresses a
universal idea that the story conveys. The theme of The Giver, for example, is the discovery and
pursuit of truth.
How does the author deal with the conflict and the theme? The author might convey his belief
that the conflict is a result of the protagonist’s outdated or irrational mindset; if the character
would be more open-minded, he would not have this conflict. The theme might be the privilege
of the wealthy, which the author approaches with sarcasm because he thinks the wealthy ought
not to have such privilege.
Your Response to the Story
As you read a work of literature, whether fiction, poetry, or non-fiction, interact with the
text. Even more, interact with what the text is saying about life, or history, or whatever the
topic is, and what the text says to you and about you. Are the plot and characters realistic and
plausible? If they are unreal, does the author intend for them to be unreal and does this approach
work? How are the characters products of their time and place and social setting and how do
they transcend their setting? What is especially meaningful to you in terms of particular scenes,
characters, dialog, or overall impact? How does the story make you feel, which is different from
what you think about it? How does it make a difference for you?
Literary analysis is helpful when it clarifies how the author constructed the work. You can
more deeply appreciate what he or she did and how the work conveys the intended message
and mood. However, literary analysis can sometimes be emphasized to the point of making it
seem more important than the work itself; and an analyst can come up with ideas about a work
that the author never had in mind. Much of literary analysis is and should be subconscious on
the part of the reader, the way we enjoy a good meal without over-analyzing all of the individual
ingredients (although you should compliment the cook, and, if you are interested, ask how he or
she prepared it). As you give thought to literary analysis, you can better appreciate the mental
feast offered to you by what you read.
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What Do You Think About What He Thinks?
A Primer for Analysis of Non-Fiction
A non-fiction article, essay, or book has a different approach from a work of fiction. It will
likely make an argument, teach, or convey information. Of course, a work of fiction might also
be an attempt to make an argument, teach, or convey information; but non-fiction presents the
information and the author’s perspective in a straightforward manner. The non-fiction piece
might be in the form of a story; but it is a story from real life, as in a biography.
Part of education is considering perspectives other than your own and developing your
response to them. In a persuasive work, a writer has something to say that he hopes others will
at least consider and perhaps agree with. Even the author of a biography writes for a purpose,
not only to inform but perhaps also to convince readers about something regarding his subject:
that he was instrumental in a war, or influential in Congress, or had some other significant
impact.
By reading a work of non-fiction, you might be confirmed in what you believe about
something or you might be convinced that you need to change your opinion. You might obtain
more information that helps you have a more realistic perspective on an issue. You shouldn’t
fear this process. You don’t want to cast aside basic truth and fall for every new idea you hear,
but part of growing and maturing is gaining a more complete understanding of truth. No one
has a grasp of all truth or the perfect application of that truth in every situation. Everyone can
grow in some areas of life, whether that means learning more truth or learning the application
of the truth you know to more situations. This process is part of growing in what the Bible calls
discernment (see Hebrews 5:13-14).
A text can be any written material. We analyze every text that we read, whether it is an
encyclopedia article, a book of political commentary, or an advertisement, even if only briefly
and subconsciously. As with the analysis of fiction, we don’t want to lose the joy of reading by
over-analyzing, but it is good to do serious and conscious analysis for several reasons. Analysis
will help you understand the meaning and purpose of a text; you might even discern a meaning
beneath the surface. It can help you connect the text with its background, such as the time in
which it was written or something about the author. You can profitably compare the text with
other texts to see which are more consistent and believable. Analyzing a text can help you prove
a thesis. A summary of a text is a report of its content, but an analysis of a text is an evaluation
of its meaning and significance.
In analyzing a work of non-fiction, you want to ask questions of the text. You probably won’t
answer every question below about every text, but here are things to consider when analyzing
non-fiction:
• What is the author’s point or purpose?
• What is the argument he is making?
• What is the motivation for the piece? What problem does it address?
• What evidence or logic does he use to support his thesis?
• What is the context from which the author writes (time, place, point of view, background
and experience)?
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• What assumptions does the author bring to writing this piece?
• What words or ideas are repeated? These will often be clues to the author’s point.
• What word choices seem significant? Does the author use any figures of speech to make
his argument more persuasive?
• What is the structure of the text? How does the author build his argument through the
work? How does the structure help make the author’s point?
• What are the key passages in the work, and why are they important?
• What is surprising, odd, or troubling in the text? (These parts are likely challenging your
current understanding.)
• What contradictions and inconsistencies do you find in the text?
• What assumptions do you bring to the text?
• Is the text convincing to you? Why or why not? (It is entirely likely that you will agree
with some things and disagree with others.)
• What questions do you have after reading it? What further study do you need to do?
When you write an analysis of a non-fiction work, gather your information, impressions, and
answers to these questions, then write a coherent essay that responds to the piece. Depending
on the length of your essay, you will probably want to summarize the author’s purpose and
argument, emphasize the central points as you see them, note where you think the author is
correct and where he is mistaken, and where he is effective and where he could have expressed
his ideas differently. Keep in mind the nature of your assignment, what the teacher expects
from you, and what the reader of your analysis needs to understand about the work you are
analyzing and about your response to it.
The author whose work you have read wants you to think. Show that you have thought.
Expressing your thoughts on paper indicates how well you understand what he has said and,
more importantly, how well you understand your own thoughts about the subject.
Analysis of Poetry
You cannot read poetry the way you read a novel, a newspaper, a textbook, or other nonfiction writing. Poetry aims for the heart, for an emotional response, as well as for the mind.
Poetry is concentrated language, so how the poem expresses thoughts is extremely important.
Don’t be afraid to read a poem aloud and slowly. You will probably have to read it more than
once to grasp its message fully.
As you read a poem, ask these questions:
• Who is speaking? Is the poem first-person, or is it a third-person speaker?
• What is the occasion?
• Is it a monologue of one person speaking to another? Is it an elegy or a remembrance
honoring the dead? Is it a lyric or an ode that meditates on a particular subject? Is it a
narrative poem that tells a story?
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• What is the tone, the mood, the atmosphere that the poem expresses? Does it suggest
floating through the air? Is it a dirge or lament? Does it have a military beat? Does it
express longing or joyful praise?
• Is the language of the poem stately, colloquial, humorous, or mysterious, or can you
characterize it in another way?
• What literary techniques does the poet use (see the list in the analysis of fiction)?
• Are there important thoughts that are unexpressed in the poem, such as any background
information that it assumes?
• Is it effective in generating the desired emotion, attitude, or memory in you?
Poetry traditionally utilizes the rhythm of words, called meter. The determination of meter is
called scansion or scanning the lines. Traditional poetry also uses rhyme to produce a particular
emotion. Rhyming can occur at the end of lines (end rhyme) or within lines (internal rhyme).
Approximate rhyme uses words that sound similar but do not rhyme exactly. Blank verse has a
defined rhythm but does not rhyme. Free verse does not use consistent rhyme or meter. At this
point, simply take note of how the poem’s use of words, rhyme, and rhythm affect you.
When you are called upon to analyze a poem, use your responses to these questions to write
an essay that addresses the main points of the poem. Analysis tends to focus on the mind, but
remember to include your heart-response to the poem as well.
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Unit 1
Lesson 1
1. What are four reasons for studying history?
2. What are some ways in which studying history helps you know more about yourself?
3. How does learning about both heroes and charlatans help us?
4. How does history help us to evaluate what we hear from the media today?
5. What did George Santayana say about people who cannot remember the past?
6. How are the abolitionist movement and the pro-life movement parallel?
7. What are some incidents in Scripture that show that history is important to God?
8. What was one purpose of the annual festivals that God commanded Israel to observe?
9. How is the timing of Jesus’ coming presented in the Bible?
10.God is working out His plan for human history until when?
Questions on “Knowing History and Knowing Who We Are”
1. What did McCullough mean when he said that no one has ever lived in the past?
2. What information did the student at the University of Missouri learn from McCullough?
3. What did McCullough say we need to know in order to know who we are and where we are
headed?
4. Where did McCullough say that the teaching and the appreciation of history should begin?
5. What did Abigail Adams say would have been unpardonable in John Quincy Adams?
Lesson 2
1. The hand of God guides, blesses, protects, and chastens. What are four other threads that
weave through the story of America?
2. In what four ways has America expanded?
3. What are some of the prices that have been paid for American expansion?
4. What are some examples of the exercise of power and control in American history?
5. What are some examples of people and events being a mixture of good and evil?
6. What is ethnocentricity?
7. What does the phrase “the fabric of history” mean?
8. Why do we see the same issues over and over again?
9. In what sense does history not repeat itself?
10.What does learning from the patterns of history help us do?
Lesson 3
1.
2.
3.
4.
5.
In the English village of Notgrove in 1491, was the emphasis on change or continuity?
What was the most powerful agent for control in Medieval Europe?
Did most people in the Middle Ages accept or deny God’s rule over the affairs of mankind?
How did the European thought world change its view of God’s will?
What term that means rebirth is given to the period of change, examination, exploration, and
artistic expression that followed the Middle Ages?
6. How did the Crusades affect Europe?
7. Name two reasons that Europeans wanted to find a water route to the East.
8. How did the people we call Native Americans get to the western hemisphere?
11
9. What civilization emerged in what is now Mexico about 1300 AD?
10.What is meant by the term “push and pull forces” as related to people movements?
Lesson 4
1.
2.
3.
4.
5.
6.
7.
8.
The rulers of what country sponsored Christopher Columbus’ first voyage?
What two miscalculations did Columbus make in planning his first voyage?
What did the Pope and a treaty between Spain and Portugal provide for?
Whose crew sailed around the world?
What Spanish explorer led the conquest of the Aztecs?
What was the first permanent European settlement in what would become the United States?
What were three goals for Spanish exploration in the western hemisphere?
What European country was the dominant power in the western hemisphere until about
1600?
9. What European explorer came to North America earlier than Columbus?
10.What was the impact of European exploration on Native Americans?
Lesson 5
1.
2.
3.
4.
What does the term worldview mean?
What factors influence a person’s worldview?
What are some examples of fundamentally different worldviews?
How might the different worldviews of Protestants and Catholics lead to different
interpretations of the Protestant Reformation?
5. How might different worldviews lead people to see the civil rights movement differently?
6. What are some current issues that people might see differently if they have different
worldviews?
7. What monumental events have affected the worldview of the typical American today?
8. What are some elements of a God-centered worldview?
9. Name four elements of your worldview that determine what you think is right in a given
situation.
10.What is God’s purpose for the created world?
Unit 2
Lesson 6
1. What was the Roman Catholic Church’s relationship to secular governments in medieval
Europe?
2. What was a particularly questionable practice of the Roman Catholic Church, and what did
it involve?
3. What priest and scholar challenged this practice?
4. What do we call the points of debate he raised about this practice?
5. When did he announce these points of debate?
6. What emphasis did Luther make in his teaching that was a reaction to the Catholic teaching
of salvation by works?
7. How did Luther make it possible for the average person to know the Bible?
8. What happened in European politics as a result of the Reformation?
12
9. What English ruler broke with Rome and established the Church of England?
10.How did the Protestant Reformation affect exploration and political thought?
Lesson 7
1. Who sailed to a “new founde land” for England in 1497?
2. What did Henry VIII do to be rid of his first wife?
3. How were Mary and Elizabeth I related to Henry VIII?
4. What was the first English attempt to establish a colony in North America?
5. What happened to this colony?
6. Who became king of England when Elizabeth I died?
7. What is the idea of the divine right of kings?
8. What three factors encouraged English efforts at colonization?
9. Define mercantilism.
10.What country did England defeat in a sea battle and thus increase her power in world affairs?
Lesson 8
1. What was the first permanent English settlement in North America, and when was it founded?
2. What purposes for the colony were stated in its charter?
3. What two landmark events for America took place in this colony?
4. Define Puritans and Separatists.
5. Which of these two groups settled Plymouth, and which group settled Massachusetts Bay?
6. What is the significance of the Massachusetts Bay charter for American self-government?
7. What colony did Roger Williams begin?
8. Who led the founding of the Connecticut colony?
9. What colony was intended to be a haven for persecuted Catholics?
10.What colonies were named for Charles II?
11.From what country did England take the colony that became New York?
12.What religious group is associated with the founding of Pennsylvania?
13.What is the Mason-Dixon line?
14.What were the original purposes for the colony of Georgia?
15.What country posed the only serious threat to English control of North America?
Lesson 9
1.
2.
3.
4.
5.
6.
7.
What were the most common reasons for people to come from Europe to America?
What was the most common occupation of the colonists?
What were the three steps in learning and practicing a trade?
How did the availability of land and labor differ between England and America?
What was an indentured servant?
What were some limits on women’s social and political rights?
What were some differences that developed among the colonies in different regions of
America?
8. Which area had the greatest interest in education?
9. Why were English accents different in the different regions of America?
10.Briefly characterize relationships between English settlers and Native Americans.
13
Lesson 10
1. What was the generally understood role of religion in society in the colonies?
2. What was the Half-Way Covenant?
3. What was the dominant theology in the colonies?
4. What was the predominant form of religious practice in the colonies?
5. How did witchcraft arise in Salem, Massachusetts?
6. What was the legal outcome of all the fears and accusations regarding witches in Salem?
7. What were the two sides in the English Civil War?
8. Who became Lord Protector of England?
9. Why were William and Mary asked to rule England?
10.What is the significance of how they were asked?
Questions on the Bay Psalm Book and the New England Primer
1. What was the first book printed in America?
2. In the New England Primer, what subject matter was used in the couplets to teach the
alphabet?
Unit 3
Lesson 11
1.
2.
3.
4.
5.
Why is this period of history called the Enlightenment?
What did Copernicus establish in his studies?
How did Copernicus and Galileo challenge traditional Catholic teaching?
What did Isaac Newton establish in his studies?
How did some scientists and philosophers interpret these discoveries in relation to the will
of God?
6. In what two ways did John Locke apply natural law to human society?
7. What new thinking emerged in the Enlightenment about kings and government?
8. How did the Enlightenment challenge traditional thinking about God and religion?
9. What new ideas arose during the Enlightenment about man?
10.How have modern events challenged Enlightenment ideas?
Lesson 12
1. What issue was fundamental in leading to the American Revolution?
2. Who had ultimate political authority in the colonies at first?
3. Who made up the governor’s council of advisors?
4. Who was allowed to vote for assembly members?
5. What was the difference of view over the source of power for colonial assemblies?
6. What administrative change angered New Englanders?
7. How was the situation resolved?
8. For what was John Peter Zenger put on trial?
9. What was the outcome of the trial and its impact on freedom of the press?
10.What were the issues involved in Bacon’s Rebellion?
14
Lesson 13
1.
2.
3.
4.
5.
What area in North America was disputed by France and England?
What colonial militia officer tried to push the French from Fort Duquesne?
What British fort was built where Fort Duquesne was burned?
What Canadian cities did British forces capture?
What happened to thousands of French-speaking Acadians who were forced out of Nova
Scotia?
6. After the French and Indian War, what country controlled Louisiana?
7. After the French and Indian War, what country controlled Florida?
8. How did Great Britain try to pay for the war’s expenses in America?
9. What did France do a few years after losing the war?
10.What was the purpose of the Albany Plan of Union?
Lesson 14
1.
2.
3.
4.
How was life in the American colonies similar to that in England?
How was it different?
What British policies irritated the colonists?
Give some examples of laws passed by Parliament in the years after the French and Indian
War.
5. What was the Proclamation of 1763?
6. Why did the proclamation frustrate the colonists?
7. Why did many colonists oppose taxes on domestic activities within the colonies passed by
Parliament?
8. What was the Boston Massacre?
9. Why did Americans oppose the Tea Act?
10.What did the First Continental Congress meet to oppose?
Lesson 15
1. How did religious practices change in the American colonies from their founding to the mid1700s?
2. What two English ministers mentioned in the lesson helped bring about a spiritual revival
in England?
3. What was the Great Awakening?
4. What American preacher was recognized as the leading preacher of the Great Awakening?
5. Why did some churches begin to oppose revivalist preaching?
6. Over what issue did some denominations divide?
7. What was one direction taken by theological liberals?
8. What kind of institutions were begun to train ministers? Give some examples.
9. How did the Great Awakening help to mold a particularly American expression of the
Christian faith?
10.What need did the Great Awakening reveal?
Questions on The Scarlet Letter
1. What tone is set by the essay, “The Customs House”?
2. What is the significance of the essay to the novel itself?
3. What wrong attitudes did the people of the community demonstrate toward Hester?
15
4. Describe Pearl, Hester’s daughter.
5. What did Roger Chillingworth take as his life purpose?
6. Who was the father of Hester’s child?
7. In what ways were people mistaken about the character of Dimmesdale?
8. How did Dimmesdale try to atone for his sin?
9. What did Hester and Dimmesdale plan to do?
10.What happened to Dimmesdale?
11.What happened to Chillingworth?
12.What happened to Pearl?
13.What happened to Hester?
14.What does the novel say about Puritan New England?
15.Why was the identity of Pearl’s father such a non-issue to many in the community?
16.What does the book say about the effect of sin that is confessed as opposed to sin that is kept
hidden?
17.How did Hester show strength of character despite her sin?
18.Why do you think Hester didn’t simply leave the community?
____________________
Before you read the following literary analysis, read
“Who, What, How, Why, and Why Not: A Primer for Literary Analysis of Fiction”
on pages 1-6 of this book.
____________________
Literary Analysis: The Scarlet Letter by Nathaniel Hawthorne
What happens when sin enters a community that has been founded on God? We know that
sin will enter a community, even one based on faith, because a community is made up of humans
and humans sin. The community might be a town, or it might be a church or a family.
The result of sin is always widespread and devastating. Even though people try to hide their
motives and actions, the truth will come to light. The Scarlet Letter tells the story of adultery and
other sins in colonial Boston. The novel focuses on the relationships of four main characters and
the effect that sin has on them. This emphasis on individuals is significant because sin always
enters a community through the actions of individuals and it always affects individuals. But
even in such a setting, the possibility of redemption is always present because God can bring
good out of what is bad.
Plot. The story of The Scarlet Letter is told by an omniscient third person narrator in a
chronological narrative. The introductory essay about the custom house gives the story an air
of authenticity but also creates a sense of sadness. The mood or tone throughout the book is
dark and mysterious because of the great secret hanging over the community: Who is the father
of Hester’s child? Other questions add to the somber tone: What will happen between Hester
and Arthur? What will happen between Arthur and Roger? The judgmental way in which the
community deals with the sin of adultery increases the heaviness of the narrative.
The plot hangs on the three scaffold scenes. The first, when Hester and Pearl appear before
the community, is the narrative hook that grabs our attention. Roger Chillingworth coming to
live with the minister is the inciting incident that increases the conflict in the book. The second
scaffold scene occurs at night, when Arthur, Hester, and Pearl assemble on it together. This is
the climax of the book, conveying the greatest tension because what should have taken place in
the daylight before the entire community only happens at night with no one else there. The final
scaffold scene is the resolution, when Arthur confesses his adultery and dies.
The many lines of conflict are an important reason why the book grips us as it does. Arthur
16
and Hester love each other, but they cannot or will not admit it publicly. The common perception
of Arthur and the reality about him are in conflict. The supposedly righteous community is filled
with hypocrisy and judgmental attitudes. Roger is in conflict with Hester and with Arthur. The
conflict within the minister himself is agonizing. We perceive conflict between the way people
should act and the way they actually act, a conflict that characterizes much of human life.
The topic is a woman and her illegitimate child in a colonial village. The theme is the response
to sin.
Characters and Characterization. Hawthorne’s portrayal of the characters in the novel
is one of its most effective elements. Hester is the protagonist, while Roger is the antagonist.
Arthur is caught in the middle because of his sin and his refusal to confess it. The characters
are round, well-developed, and believable. They are somewhat static in that they do not change
much during the story, except that Arthur does eventually confess his sin. We come to know the
characters by what they do and say, but also by what the narrator says about them.
The names of the main characters reflect their identity. Hester Prynne is the central figure.
The name Hester is a form of Esther, from the Persian word for star. Prynne rhymes with sin.
The narrator notes that Hester had a wild streak when she was younger. She had done wrong
earlier in life by marrying another character, Roger Chillingworth, without loving him; and she
hurt him again by her immorality with Arthur. Everyone who sins has positive traits, and vice
versa. Hester has positive traits. She bore Arthur Dimmesdale’s shame as well as his child, for
the child and the shame were hers also. Hester loved her daughter Pearl and saw her as a gift
from God. In a sense, Hester is an anti-hero. She is not someone who is larger than life who can
do no wrong. She has done great wrong, but she moves beyond her sin to help others.
Arthur Dimmesdale offers dim light as a minister because he is a weak person. His light
dims progressively as the story develops. Dimmesdale is a hypocrite plagued by his conscience.
He hides his guilt, and instead of openly confessing his wrong he flogs himself and carves an A
on his chest as self-inflicted punishment. He loves Hester and Pearl, but he is not willing to be
open about himself. His health fails as the story progresses and his guilt eats away his life.
Roger Chillingworth has a chilling effect on the other people in the story. He is cold,
calculating, and revengeful toward Dimmesdale, wearing down the minister through his
intimidation of the guilt-ridden man. In the novel Chillingworth is called a leech, which is a
reference to the common medical practice at the time of bleeding a patient, often by using a
leech. Chillingworth feeds on his hatred for others, and he dies when he has no one left to feed
on. On the other hand, although Chillingworth demonstrates great evil, apparently he loves
Hester; and he leaves a considerable estate to Pearl.
The child Pearl is Hester’s pearl of great price, “purchased with all she had,—her mother’s
only treasure” (Chapter 6). She is seen by some as a child of the devil; but in reality she has a
positive, childlike sincerity. This is shown by her asking Dimmesdale to stand with them in the
daylight. Pearl provokes adults, but only because she challenges the social games that they play.
The book has a few minor characters who are named. Reverend Wilson and Governor
Bellingham exemplify the outwardly proper community. Mistress Hibbins is the personification
of the influence of evil. The women of the town described in the opening scaffold scene are
harsh in their judgment of Hester, except for one young mother who speaks tenderly about
Hester. The governor and townspeople in general are hypocritical in that they condemn Hester
for her sin but greatly desire her needlework—or is their willingness to buy her work a mark of
compassion for her?
Irony and Imagery. Hawthorne uses significant irony in the novel. The townspeople hold
Dimmesdale in high regard, but in reality he is an adulterer. People think it is good that Roger
and Arthur live in the same house, but in reality this gives Roger an even greater opportunity to
be a leech upon Arthur. Dimmesdale is most honest under the cover of the forest and at night,
17
but not in the full view of the people in daylight. The wearing of the scarlet letter is supposed
to be a mark of shame for Hester and it is, but in reality she responds to her sin and shame by
becoming stronger.
The Scarlet Letter uses several metaphors in telling the story. It is important not to go looking
for metaphors and symbols everywhere in a novel, but they can help the reader think more
deeply about the narrative and perhaps see deeper meaning in what we experience in our own
lives. Hawthorne provides the meaning of some metaphors, while we must try to discern others.
In the opening chapter, the rose-bush by the prison door, the author tells us, serves to “symbolize
some sweet moral blossom” that we might find in this “tale of human frailty and sorrow.”
Also in that opening scene, when Hester is holding Pearl on the scaffold and the leaders of
the community are speaking to her from the balcony above, the baby “held up its little arms”
toward her unacknowledged father “with a half-pleased, half plaintive murmur.” Thus the baby
identifies her father, even if he is not willing to confess his paternity himself. Pearl herself is a
metaphor. She is described as “the scarlet letter in another form . . . endowed with life” (Chapter
7), the living badge of Hester’s adultery.
Hester’s home is outside of town and near the forest. This location represents the separate
and dual life that she either chose or was forced to lead. Light and dark are important themes in
the book. The daylight scene on the scaffold with Hester and Pearl, when not all of the truth is
revealed, stands in contrast to the nighttime scene that includes Arthur on the scaffold in more
complete truth.
The central metaphor is the scarlet letter A itself. The most obvious and direct meaning of
the letter is as a badge for Hester’s adultery, but it has additional meanings also. In Chapter
13, the narrator notes that some people said it stood for Able, “so strong was Hester Prynne,
with a woman’s strength.” Perhaps it was an advertisement (conscious or unconscious) for her
needlework skills that townspeople later utilized. Perhaps the A that Hester wore could also be
interpreted as standing for Arthur, a love for whom Hester harbored, or as a silent defiance of
the community. The A that appears in the sky in Chapter 12 is seen by some as meaning Angel,
for Governor Winthrop.
The narrator says that the letter, as a constantly visible reminder of her sin, takes her “out of
the ordinary relations with humanity, and enclosing her in a sphere by herself” (Chapter 2). But
how are we to take the elaborate needlework that Hester used to make the A?
Historical Significance. The Scarlet Letter, published in 1850, was an immediate success.
The book helped to establish American literature, which had long dwelt in the shadow of its
British counterpart. The novel is generally considered to be the first great American novel, and
some still believe it to be the greatest American novel. One distinctive feature of the story is
the strong female character portrayed in Hester. Such a figure was unusual in this period of
American literature. The novel reflected Hawthorne’s—and America’s—ambivalence about our
Puritan background: thankful that the Puritan settlement was based on faith, but troubled by its
harshness. The book can encourage us to be true to the way of Christ, both in our own lives as
we see the effect of sin, and in how we relate to others who fail to follow the way of Christ and
who need redemption just as we do.
Assignment
Define: narrator, tone, protagonist, climax, resolution
18
Exploring America
Quiz and Exam
Book
Exploring America Quiz and Exam Book
ISBN: 978-1-60999-075-6
Copyright © 2014 Notgrass Company. All rights reserved.
No part of this material may be reproduced without permission from the publisher.
Cover Image: Young women studying on the campus of the Saxon Mills school,
Spartanburg, South Carolina, 1918, Goldsberry Collection / Library of Congress
Printed in the United States of America
Notgrass Company
975 Roaring River Rd.
Gainesboro, TN 38562
1-800-211-8793
www.notgrass.com
Quiz on Unit 1
True or False
______ 1. History helps us understand the present.
______ 2. Cultures generally believe that their own ways and perspectives are correct and
superior to those of other cultures.
______ 3. Most events and people can be clearly characterized as good or bad.
______ 4. The Bible says that God is in control of history.
______ 5. A major factor influencing the events of history is the desire to control one’s destiny
and often the destiny of others.
______ 6. The people of the United States have many blessings and opportunities which we
should use wisely as stewards of God’s gifts.
______ 7. The Renaissance resulted in a narrowing of horizons for human thought and activity.
______ 8. Significant changes occurred in Europe in the 1400s in technology, art, and navigation.
______ 9. The chief motivation felt by Europeans for traveling to Asia was to convert the Chinese.
______ 10. We are confident that Native Americans came to the western hemisphere by means
of a land bridge across the Bering Strait.
______ 11. Generally speaking, the Indian cultures of North America were more advanced than
those in Central and South America.
______ 12. Columbus believed that he had arrived in the Far East.
______ 13. All indigenous tribes of Central America were peace-loving.
______ 14. The Incas lived in Peru and the Aztecs lived in Mexico.
______ 15. Worldview means the ability to draw a map accurately.
Short Answer
16. What does the word Renaissance mean? ____________________________________________
17. Who is given credit for inventing the system of printing using movable type?
_________________________________________________________________________________
18. What nationality was Christopher Columbus? ________________________________________
19. For whom were the newly discovered continents named? ______________________________
20. What was the first permanent European settlement in what would become the United States?
_________________________________________________________________________________
Quiz on Unit 2
______ 1. One of the greatest abuses in Roman Catholicism was the selling of:
(a) property(c) relics
(b) church positions
(d) indulgences
______ 2. Martin Luther was:
(a) German(c) a Deist
(b) Presbyterian
(d) English
______ 3. The English Reformation was begun because:
(a) Elizabeth I wanted to keep pace with Luther
(b) Henry VIII wanted a divorce
(c) William and Mary wanted to get married
(d) the Pope wanted to conquer the British Isles
______ 4. Newfoundland was claimed for England by:
(a) Christopher Columbus
(c) John Cabot
(b) James I
(d) Elizabeth I
______ 5. The offspring of Henry VIII who became monarch of England was:
(a) Edward VI
(c) Elizabeth I
(b) Mary
(d) all of the above
______ 6. Elizabeth I encouraged the settlement of a colony at:
(a) Plymouth(c) Roanoke
(b) Narraganset(d) St. Augustine
______ 7. England’s power increased by their defeat in 1588 of:
(a) the Puritans
(c) the Spanish Armada
(b) the Prussian army
(d) the Dutch fleet
______ 8. The first permanent English colonies in America were begun during the reign of:
(a) Henry VIII
(c) Charles II
(b) George III
(d) James I
______ 9. The political and economic philosophy that encouraged colonial settlement was:
(a) mercantilism(c) toleration
(b) ipsedixitism(d) democracy
______ 10. Jamestown was all of the following EXCEPT:
(a) aided by the leadership of John Smith
(b) part of Virginia
(c) destroyed by the Croatoan Indians
(d) the place where blacks were first sold into bondage in North America
quiz continued on the next page
______ 11. John Winthrop wanted the colony of which he was governor to be:
(a) a haven for Jews
(c) an agricultural paradise
(b) a city set on a hill
(d) a re-enactment of Israel in Egypt
______ 12. Minister Roger Williams believed that church and state should:
(a) cooperate in every sphere of life
(c) be separate
(b) share tax revenue
(d) work together to convert the Indians
______ 13. Roger Williams founded the colony of:
(a) Connecticut
(c) Williams Bay
(b) Rhode Island
(d) Pennsylvania
______ 14. Most of the early settlers in the colonies were all of the following EXCEPT:
(a) single(c) male
(b) farmers
(d) Dutch or German
______ 15. In founding the colony of Pennsylvania, William Penn urged:
(a) religious toleration
(c) banning all people of German descent
(b) religious persecution
(d) teaching the Quaker religion to Indians
______ 16. In the colonies women:
(a) had few legal rights
(c) often were chosen as governors and judges
(b) had more rights than they do today (d) resented their subservience to men
______ 17. The early writings from the colonies, such as the New England Primer, indicated that
the colonists believed:
(a) education should have a spiritual emphasis
(b) education was not important
(c) religion should be separated from education
(d) the most important aspects of education were agriculture and science
______ 18. The Half-Way Covenant:
(a) encouraged half-hearted Christianity
(b) allowed a person to give only half of his expected tithe
(c) allowed children of non-church members to get some benefits of church membership
(d) called for settlers and Indians to meet half-way to resolve their differences
______ 19. Witchcraft in colonial Salem:
(a) probably did not exist
(b) probably existed, but many people overreacted in fear
(c) was accepted as the established religion
(d) was an early form of Communism
______ 20. One significance of William and Mary coming to the throne of England was that:
(a) it was the first time a woman had been on the throne
(b) they took the throne at the request and permission of Parliament
(c) it enabled Catholics to have a greater voice in English politics
(d) they wanted to give the American colonies their independence
Quiz on Unit 3
_____ 1. Enlightenment thinking:
(a) emphasized natural law and de-emphasized God’s role in the world
(b) denied the existence of God altogether
(c) promoted evolution
(d) increased respect for the monarchy
_____ 2. John Locke:
(a) believed in the divine right of kings
(c) opposed Galileo’s theories (b) applied reason and natural law to human society (d) opposed Isaac Newton’s theories
_____ 3. In the American colonies, the governor represented:
(a) the colonists(c) Parliament
(b) the investors
(d) the king
_____ 4. Who voted for representatives in the colonial assemblies?
(a) all colonists 21 years old or older
(c) free male property owners
(b) all males
(d) free men and male slaves
_____ 5. The two major opposing combatants in the French and Indian War were:
(a) Canada and the United States
(c) Britain and the colonies
(b) Britain and France
(d) Canada and France
_____ 6. One result of the French and Indian War was that:
(a) France helped the colonies during the American Revolution
(b) France took over all of Canada
(c) England was ready to be rid of her American colonies
(d) England ceased building a world empire
_____ 7. A crucial question facing Britain and the colonies in the 1700s was:
(a) how to get more British people to migrate to the colonies
(b) how to get more Irish people to migrate to the colonies
(c) what was the best way for Britain to govern the colonies
(d) how to let women and slaves be able to vote in elections
_____ 8. The Stamp Act:
(a) created a new postal system for the colonies
(b) called for revenue stamps on newspapers and legal documents
(c) fined people for stamping on the ground
(d) was an attempt to stamp out colonial opposition to the king
_____ 9. Some churches opposed the Great Awakening revival because:
(a) evangelists charged that there were many dead churches and unconverted clergy
(b) church membership actually decreased a result of it
(c) a strong movement developed in opposition to a paid clergy
(d) many church members were persuaded to leave the colonies and move to Europe
_____ 10. Jonathan Edwards was a:
(a) Baptist(c) Unitarian
(b) Methodist(d) Congregationalist
History Exam on Units 1-5
1. George Santayana said that people who cannot remember the past are what?
_________________________________________________________________________________
2. What was the most powerful agent for control in medieval Europe?
_________________________________________________________________________________
3. What is the name given to the period of intellectual inquiry, exploration, and artistic
expression in Europe following the Middle Ages? ____________________________________
4. What civilization developed in Mexico around 1300? _________________________________
5. What European country was dominant in the western hemisphere until about 1600?
_________________________________________________________________________________
6. For whom were the Americas named? ______________________________________________
7. What was the first permanent European settlement in what would become the United States?
_________________________________________________________________________________
8. What English king broke with Rome because he wanted to obtain a divorce? _____________
9. Who sailed to Newfoundland for England in 1497? ___________________________________
10.What was the first attempt by the English to establish a colony in North America?
_________________________________________________________________________________
11.What did the English defeat in 1588 that increased English power in the world?
_________________________________________________________________________________
12.What was the first permanent English settlement in North America, and when was it
founded? ________________________________________________________________________
exam continued on the next page
13.What group founded Plymouth? ___________________________________________________
14.What group founded Massachusetts Bay? ___________________________________________
15.What colony was begun as a haven for English Catholics? _____________________________
16.What is the divine right of kings? ___________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
17.What document speaks of forming a “civil body politic”? ______________________________
18.What Biblical phrase did John Winthrop use to describe what he wanted the Massachusetts
Bay colony to be? _________________________________________________________________
19.Who was the official royal representative in a colony? _________________________________
20.What colonial officer tried to push the French out of Fort Duquesne? ____________________
21.Where did many French refugees from Acadia in Nova Scotia go? ______________________
22.Who won the French and Indian War? ______________________________________________
23.What was the Boston Tea Party? ____________________________________________________
_________________________________________________________________________________
24.Who gave the speech that included, “Give me liberty, or give me death”?
_________________________________________________________________________________
25.What British general surrendered to Washington at Yorktown, Virginia? _________________
26.Who led thousands of settlers through the Cumberland Gap? __________________________
27.What was the first governing document for the United States?
_________________________________________________________________________________
exam continued on the next page
28.In what year did the Constitutional Convention meet? ________________________________
29.What issue did the Great Compromise settle?
_________________________________________________________________________________
30.What issue did the Three-Fifths Compromise address?
_________________________________________________________________________________
_________________________________________________________________________________
31.What phrase describes how each branch of government limits the powers of the other
branches? _______________________________________________________________________
32.Which branch of the Federal government did the Founders expect to dominate the
government? ____________________________________________________________________
33.What is the length of a Congressman’s term? _________________________________________
34.What is the length of a Senator’s term? ______________________________________________
35.What is the length of the President’s term? ___________________________________________
36.Who is the President of the Senate? _________________________________________________
37.What fraction of the Senate is elected every two years? ________________________________
38.What is the term for the President refusing to sign a bill and sending it back to Congress?
_________________________________________________________________________________
39.What are the first ten amendments to the Constitution called? __________________________
40.Which amendment guarantees freedom of religion and freedom of speech? ______________
English Exam on Units 1-5
1. Name the author of “To My Dear and Loving Husband.” She was the first author living in
America to have literary works published. ___________________________________________
2. What was the first book printed in America? _________________________________________
3. What was the schoolbook published in Massachusetts and used for many years in
American schools? _______________________________________________________________
4. What kind of English writings from and about America were the first that colonists wrote?
_________________________________________________________________________________
5. Name a common type of publication from the 1700s that gave practical tidbits about life?
_________________________________________________________________________________
6. In what publication did Benjamin Franklin print secular proverbs?
_________________________________________________________________________________
7. What did the scarlet letter that Hester Prynne wore stand for? __________________________
8. How were people mistaken about Arthur Dimmesdale’s character?
_________________________________________________________________________________
9. How does The Scarlet Letter show the effect of sin that is hidden and sin that is brought into
the open? _______________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
10.Who wrote “Paul Revere’s Ride”? __________________________________________________
11.What tone or emotion is expressed in that poem? _____________________________________
_________________________________________________________________________________
exam continued on the next page
12.Who wrote “Concord Hymn”? _____________________________________________________
13.For what event was this work written? ______________________________________________
14.Who was the author of “Common Sense” and “The Crisis”? ____________________________
15.What blessing did Philis Wheatley see in her being brought to America as a slave?
_________________________________________________________________________________
16.What do we call the series of essays published in support of ratification of the Constitution?
_________________________________________________________________________________
Identify the source of these quotations, using these choices. Write your answers in the blanks beside the
quotations.
Poor Richard’s Almanack
The Federalist Number 10
The Scarlet Letter
“The Crisis”
17.“By a faction, I understand a number of citizens, whether amounting to a majority or a
minority of the whole, who are united and actuated by some common impulse of passion, or
of interest, adverse to the rights of other citizens, or to the permanent and aggregate interests
of the community. There are two methods of curing the mischiefs of faction: the one, by
removing its causes; the other, by controlling its effects.” ______________________________
18.“These are the times that try men’s souls. The summer soldier and the sunshine patriot will,
in this crisis, shrink from the service of their country; but he that stands it now, deserves the
love and thanks of man and woman.” _______________________________________________
19.“Be slow in chusing a Friend, slower in changing.” ____________________________________
20.“The same platform or scaffold, black and weather-stained with the storm or sunshine of
seven long years, and footworn, too, with the treat of many culprits who had since ascended
it, remained standing beneath the balcony of the meeting-house. The minister went up the
steps.” __________________________________________________________________________
Bible Exam on Units 1-5
1. What was one purpose of the annual festivals that God commanded Israel to observe?
________________________________________________________________________________
2. What is meant by the term worldview? ______________________________________________
________________________________________________________________________________
3. What are two elements of a God-centered worldview? ________________________________
________________________________________________________________________________
________________________________________________________________________________
4. A questionable practice of the medieval Catholic church was the selling of what?
________________________________________________________________________________
5. What German priest and scholar challenged this practice? _____________________________
6. What is the term given to the points of debate this priest posted in Wittenberg in 1517?
________________________________________________________________________________
7. What is the name given to the religious movement this man started?
________________________________________________________________________________
8. What did the Half-Way Covenant do? _______________________________________________
________________________________________________________________________________
9. What was the religion of William and Mary? _________________________________________
10.What dissenter founded the colony of Rhode Island? __________________________________
11.What religious policy did William Penn insist on in Pennsylvania? ______________________
12.How did the Enlightenment change the common view of God and religion?
________________________________________________________________________________
________________________________________________________________________________
13.What was the Great Awakening? ___________________________________________________
________________________________________________________________________________
________________________________________________________________________________
exam continued on the next page
14.In what period did the Great Awakening occur? ______________________________________
15.Who was the leading American minister during the Great Awakening?
________________________________________________________________________________
16.What is the point of the sermon, “Sinners in the Hands of an Angry God”? _______________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
17.Why was the Great Awakening opposed by some churches?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
18.What kind of institutions were begun in America for the training of ministers?
_________________________________________________________________________________
19.What does God’s sovereignty over the world mean?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
20.What is the supreme law for Christians? _____________________________________________
21.What are the two most basic steps of interpretation?
_________________________________________________________________________________
_________________________________________________________________________________
22.What is the best interpreter of a passage of Scripture? _________________________________
_________________________________________________________________________________
23.What was God’s most important act? _______________________________________________
24.What is meant by prooftexting? ____________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
25.Psalm 119 is an extended praise of what? ____________________________________________
Exploring America Answer Key
The number in parentheses after an answer indicates the page number on which that answer is found in the text.
An AV before the page number indicates that the answer is found on that page in American Voices.
When an answer is found in one of the twelve suggested literature titles, the name of the book is listed.
Unit 1
Lesson 1
1. What are four reasons for studying history? History
is our story; history helps us understand the present;
history helps us learn from the past; God teaches us that
history is important. (3-5)
2. What are some ways in which studying history helps
you know more about yourself? We are descendants
of immigrants; we are influenced by the section of the
country in which we live; our grandparents’ experiences
influenced our parents and they influence us. (3-4)
3. How does learning about both heroes and charlatans
help us? We are ennobled by those who have done good
and convicted by those who have done wrong. (4)
4. How does history help us to evaluate what we hear
from the media today? It helps us see that we have
faced and survived other serious crises, that today’s
products may someday be only memories, and that
today’s brilliance may be tomorrow’s nonsense. (4)
5. What did George Santayana say about people who
cannot remember the past? They are condemned to
repeat it. (5)
6. How are the abolitionist movement and the prolife movement parallel? They both have stood for ideas
that are out of the mainstream. (5)
7. What are some incidents in Scripture that show
that history is important to God? Moses’ reminders
to the Israelites about events during their journey;
Joshua’s reminders of the Israelites’ history; the Levites’
prayer after the captives had returned from captivity;
Stephen’s defense before the Jewish leaders (5,6)
8. What was one purpose of the annual festivals that
God commanded Israel to observe? To help their
history be personal and help Israel stay faithful (6)
9. How is the timing of Jesus’ coming presented in
the Bible? At a specific time in history (6)
10. God is working out His plan for human history
until when? Until time on earth ends and eternity
begins (6)
Questions on “Knowing History and
Knowing Who We Are”
1. What did McCullough mean when he said that no
one has ever lived in the past? People never think of
themselves as living in the past. Everyone lives in the
present—their present. (394)
2. What information did the student at the University
of Missouri learn from McCullough? That all of the
thirteen original colonies were on the east coast (396)
3. What did McCullough say we need to know
in order to know who we are and where we are
headed? We have to know who we were.
4. Where did McCullough say that the teaching and the
appreciation of history should begin? At home (397)
5. What did Abigail Adams say would have been
unpardonable in John Quincy Adams? For him to
turn out to be a blockhead with all of the opportunities
he had had (400)
Lesson 2
1. The hand of God guides, blesses, protects, and
chastens. What are four other threads that weave
through the story of America? Expansion, power and
control, a mixture of good and evil, ethnocentricity (7,8)
2. In what four ways has America expanded?
Geographic, cultural, intellectual, personal rights (7)
3. What are some of the prices that have been paid
for American expansion? As America has expanded,
Native Americans have been treated shamefully.
Economic expansion came at the expense of slaves,
4. What are some examples of the exercise of power
and control in American history? People immigrated
so they could own property and businesses. Blacks had
few rights because of the desire of whites to control.
Political parties want to control government. (8)
5. What are some examples of people and events
being a mixture of good and evil? Bill Clinton helped
economic growth but was a moral failure. Industrial
growth helped people materially, but workers suffered.
(8)
6. What is ethnocentricity? The tendency of a people to
see their ways as better than others. (8)
7. What does the phrase “the fabric of history” mean?
Lives and events are connected with what happened
yesterday and they influence what will happen
tomorrow. (10)
8. Why do we see the same issues over and over
again? Because people are the same as they have always
been. (10)
9. In what sense does history not repeat itself? Every
situation is unique in some way. (10)
10. What does learning from the patterns of history
help us do? It helps us to live well in today’s world. (10)
ISBN: 978-1-60999-076-3 Copyright © 2014 Notgrass Company. All rights reserved.
No part of this material may be reproduced without permission from the publisher.
1
Lesson 3
1. In the English village of Notgrove in 1491, was the
emphasis on change or continuity? Continuity (1112)
2. What was the most powerful agent for control in
Medieval Europe? Religion (11)
3. Did most people in the Middle Ages accept or
deny God’s rule over the affairs of mankind? They
accepted it. (12)
4. How did the European thought world change its
view of God’s will? It changed from seeing the accepted
order of things as God’s will to seeing the search for new
possibilities as God’s will. (12)
5. What term that means rebirth is given to the
period of change, examination, exploration, and
artistic expression that followed the Middle Ages?
Renaissance (12)
6. How did the Crusades affect Europe? They
introduced the geography, cultures, and riches of the
East to Europe. (12)
7. Name two reasons that Europeans wanted to find
a water route to the East. To obtains spices and other
luxuries; to avoid dealing with the Arabs (13)
8. How did the people we call Native Americans get
to the western hemisphere? It is traditionally thought
that they crossed over a land bridge at the Bering Strait
that no longer exists. They may have come by boat. (13)
9. What civilization emerged in what is now Mexico
about 1300 AD? Aztec (14)
10. What is meant by the term “push and pull forces”
as related to people movements? Forces that cause
people movements. Push forces (such as war and famine)
drive people out of their homelands, while pull forces
(such as the opportunity for land or gold) pull people to
new lands. (15)
Lesson 4
1. The rulers of what country sponsored Christopher
Columbus’ first voyage? Spain (16)
2. What two miscalculations did Columbus make in
planning his first voyage? He thought the earth was
smaller than it is, and he didn’t count on another land
mass lying between Europe and Asia (16)
3. What did the Pope and a treaty between Spain and
Portugal provide for? The division of the world into
two areas that Spain and Portugal could explore and
claim (17)
4. Whose crew sailed around the world? Magellan (18)
5. What Spanish explorer led the conquest of the
Aztecs? Cortes (18)
6. What was the first permanent European settlement
in what would become the United States? St.
Augustine (18)
7. What were three goals for Spanish exploration in
the western hemisphere? To control the region; to
extract gold and other riches and send them back to
Spain; to find a water route to Asia (19)
2
8. What European country was the dominant power
in the western hemisphere until well after the
English began to form colonies? Spain (19)
9. What European explorer came to North America
earlier than Columbus? Leif Ericson (18)
10. What was the impact of European exploration on
Native Americans? Native Americans were taught
the gospel; but they were also decimated by diseases and
wars of conquest that the Europeans brought. (17,20)
Bible Assignment: Write down three ways that the
spiritual worldview of Europeans might have been
affected by the explorations of Columbus. The world was
bigger and more complex than they realized. Many people in
the world had never even heard of Christ. Pagan practices
of the indigenous people could have led the Europeans to
reevaluate some of their own barbaric practices. Other
answers possible.
Lesson 5
1. What does the term worldview mean? A person’s
understanding of the world in which he or she lives. (21)
2. What factors influence a person’s worldview?
Beliefs, experiences, ideals (22)
3. What are some examples of fundamentally
different worldviews? People who believe in God
versus those who believe in gods; humans as physical
objects versus humans as having a spiritual nature;
cyclical view versus a belief that history is heading
toward a day of judgment (22-23)
4. How might the different worldviews of Protestants
and Catholics lead to different interpretations of
the Protestant Reformation? Protestants might see
it as a positive event while Catholics might see it as a
tragedy. (21)
5. How might different worldviews lead people to see
the civil rights movement differently? Some might
see it as an attempt by people to gain their legitimate
rights, while others might see it as a subversive
Communist plot. (22)
6. What are some current issues that people might
see differently if they have different worldviews?
Whether someone should have an abortion (21); the
responsibility people have to care for the earth (23);
whether a dad should take a challenging promotion that
will cost his family significantly (23); other answers
possible
7. What monumental events have affected the
worldview of the typical American today? Answers
will vary, but they might include: Pearl Harbor; the
September 11, 2001 terrorist attacks; participation in
war; or personal loss (such as experiencing an abortion
or having a daughter experience one).
8. What are some elements of a God-centered
worldview? Belief that God made the world and
sustains it, that man is specially created in God’s image,
that God is guiding the events of history, that all should
be done to honor Christ, that God has given us standards
of right and wrong, that all people will stand before God
in final judgment, and that God’s ultimate will will be
accomplished (23)
9. Name four elements of your worldview that
determine what you think is right in a given
situation. What you value, what you believe to be the
truth, the worth you give to people, what you believe is
God’s will (23)
10. What is God’s purpose for the created world? To
give honor to Christ (23)
Bible Assignment: What are three points you think
might be effective in opening the door to sharing the
gospel with an unbeliever? Answers will vary.
Quiz on Unit 1
1. True; 2. True; 3. False; 4. True ; 5. True; 6. True; 7.
False; 8. True; 9. False; 10. False; 11. False; 12. True; 13.
False; 14. True; 15. False; 16. Rebirth; 17. Gutenberg; 18.
Italian; 19. Amerigo Vespucci; 20. St. Augustine
Unit 2
Lesson 6
1. What was the Roman Catholic Church’s
relationship to secular governments in medieval
Europe? The Roman Catholic Church was a wealthy,
powerful institution that exerted considerable influence
over kings and politics (27-28)
2. What was a particularly questionable practice of the
Roman Catholic Church, and what did it involve?
The selling of indulgences, by which a contribution to
the church was said to release a soul from purgatory (28)
3. What priest and scholar challenged this practice?
Martin Luther (28)
4. What do we call the points of debate he raised
about this practice? 95 Theses (28)
5. When did he announce these points of debate?
1517
6. What emphasis did Luther make in his teaching
that was a reaction to the Catholic teaching of
salvation by works? An emphasis on salvation by faith
in Christ (28)
7. How did Luther make it possible for the average
person to know the Bible? He translated the Bible
into German. (29)
8. What happened in European politics as a result
of the Reformation? Conflicts erupted within
countries between Protestants and Catholics, and wars
erupted between Catholic monarchies and Protestant
monarchies. (29)
9. What English ruler broke with Rome and
established the Church of England? Henry VIII (30)
10. How did the Protestant Reformation affect
exploration and political thought? Lands conquered
by the Spanish became Catholic, and lands conquered by
the English accepted religious diversity. (31)
Lesson 7
1. Who sailed to a “new founde land” for England in
1497? John Cabot (32)
2. What did Henry VIII do to be rid of his first wife?
He broke with the Pope and declared himself to be the
head of the church in England so he could have the
marriage annulled. (33)
3. How were Mary and Elizabeth I related to Henry
VIII? They were daughters by different wives. (33)
4. What was the first English attempt to establish a
colony in North America? Roanoke (33)
5. What happened to this colony? The settlers
disappeared for unknown reasons. (33)
6. Who became king of England when Elizabeth I
died? James I (34)
7. What is the idea of the divine right of kings? The
idea that God places kings on their thrones and thus
their decisions cannot be questioned (34)
8. What three factors encouraged English efforts at
colonization? Joint-stock companies financed foreign
exploration and trade, the philosophy of mercantilism
encouraged government support of business and trade,
and the enclosure movement left many rural people in
need of a place to live. (34-35)
9. Define mercantilism. The idea that government should
actively help business, especially in foreign trade and in
establishing overseas colonies (34)
10. What country did England defeat in a sea battle and
thus increase her power in world affairs? Spain (34)
Bible Assignment: List three ways in which you believe
that traditional beliefs or practices of some churches are
not in keeping with God’s commandments. Answers
will vary.
Lesson 8
1. What was the first permanent English settlement
in North America, and when was it founded?
Jamestown, 1607 (36)
2. What purposes for the colony were stated in its
charter? To establish a colony and to spread the gospel
(36-37)
3. What two landmark events for America took
place in this colony? A representative assembly for
government, and the introduction of black servants (3738)
4. Define Puritans and Separatists. Puritans wanted to
reform the Church of England, while Separatists wanted
to practice their faith outside of the Church of England.
(38)
5. Which of these two groups settled Plymouth, and
which group settled Massachusetts Bay? Separatists
settled Plymouth, and Puritans settled Massachusetts
Bay. (38-39)
6. What is the significance of the Massachusetts Bay
charter for American self-government? Control of
the colony was given to members of the company who
lived in America, not England. (39)
3
7. What colony did Roger Williams begin? Rhode
Island (39-40)
8. Who led the founding of the Connecticut colony?
Thomas Hooker (40)
9. What colony was intended to be a haven for
persecuted Catholics? Maryland (41)
10. What colonies were named for Charles II? North
and South Carolina (41)
11. From what country did England take the colony
that became New York? The Netherlands (41)
12. What religious group is associated with the
founding of Pennsylvania? Quakers (42)
13. What is the Mason-Dixon line? The border between
Pennsylvania and Maryland (39)
14. What were the original purposes for the colony
of Georgia? To be an economic venture, to be a buffer
between the other English colonies and Spanishcontrolled Florida, to be a model society, to give debtors
in England a new start, and to be a haven for persecuted
believers in Europe (43)
15. What country posed the only serious threat to
English control of North America? France (40)
Bible Assignment: What are three ways in which
English colonists could have shown respect for
Native Americans while seeking to evangelize them?
By treating them as fellow human beings made in God’s
image. By admitting that their cultural differences were
not necessarily wrong. By showing appreciation for their
knowledge and assistance. Other answers possible.
Lesson 9
1. What were the most common reasons for people
to come from Europe to America? To get a new
start and to do more with their lives; to have religious
freedom; to seek power and wealth; slaves were brought
against their will. (44)
2. What was the most common occupation of the
colonists? Farming (45)
3. What were the three steps in learning and practicing
a trade? To be an apprentice, then a journeyman, then
a craftsman (45)
4. How did the availability of land and labor differ
between England and America? In England, land
was scarce and labor was abundant; in America, land
was abundant and labor was scarce. (45)
5. What was an indentured servant? Someone who
hired himself to work for another person for a set period
of time. (46)
6. What were some limits on women’s social and
political rights? Women could not vote, preach, hold
office, go to college, testify in court or serve on juries, or
own property apart from their husbands (46)
7. What were some differences that developed among
the colonies in different regions of America?
New England had small farms, more tradesmen, and
more involvement in trade, shipping, and fishing. The
southern colonies had mostly large plantations and were
the most dependent on slavery. The middle colonies had
4
a mixture of farming, large landowners, and trades; and
the middle colonies had a mixture including small farms
and towns and cities with markets for craftsmen and
those engaged in overseas commerce. (47-48)
8. Which area had the greatest interest in education?
New England (47)
9. Why were English accents different in the different
regions of America? Because people who settled
in different regions of America generally came from
different regions of the British Isles where the accents were
different (44)
10. Briefly characterize relationships between English
settlers and Native Americans. It was a mixture.
Some colonists treated the Indians well and wanted to
trade with them and teach them the gospel, while other
settlers abused Indians and wanted them out of the way.
Some Indian tribes adapted to the settlers, while other
tribes fought against the colonists.(48-49)
Lesson 10
1. What was the generally understood role of religion
in society in the colonies? Religion was of utmost
importance. The idea of church and state being separated
was foreign to most colonists. (50)
2. What was the Half-Way Covenant? The Half-Way
Covenant allowed children of non-church members
partial status as church members. (51)
3. What was the dominant theology in the colonies?
Calvinism (51)
4. What was the predominant form of religious
practice in the colonies? Anglican (51)
5. How did witchcraft arise in Salem, Massachusetts?
Apparently from the influence of a slave from the West
Indies who practiced witchcraft (52)
6. What was the legal outcome of all the fears and
accusations regarding witches in Salem? Twenty
people were executed as witches. (52)
7. What were the two sides in the English Civil
War? The Royalists (Cavaliers) and the Puritans
(Roundheads) (53)
8. Who became Lord Protector of England? Oliver
Cromwell (53)
9. Why were William and Mary asked to rule
England? To prevent the Catholic James II and his son
from ruling England (53)
10. What is the significance of how they were asked?
Parliament asked William and Mary to rule, which
meant that the English monarch ruled with the
permission of Parliament. (54)
Questions on the Bay Psalm Book and the
New England Primer
1. What was the first book printed in America? The
Bay Psalm Book (AV 6)
2. In the New England Primer, what subject matter was
used in the couplets to teach the alphabet? Lessons
from the Bible and moral teachings (AV 8)
Bible Assignment: Read Acts 2:37-41 and 1 Corinthians
12:13. On what is membership in the Lord’s church
to be based? On the true conversion of individuals and
their obedience to Biblical instructions. Read Galatians
5:19-21 and 6:1-4. What should Christians and church
leaders do when they discover that church members
are practicing witchcraft or committing other sins?
Christians and church leaders should approach such people
lovingly and teach them the truth.
Quiz on Unit 2
1. d; 2. a; 3. b; 4. c; 5. d; 6. c; 7. c; 8. d; 9. a; 10. c; 11. b; 12.
c; 13. b; 14. d; 15. a; 16. a; 17. a; 18. c; 19. b; 20. b
Unit 3
Lesson 11
1. Why is this period of history called the
Enlightenment? Many scientists and philosophers
believed they were being enlightened as to the true
nature of the world. (57)
2. What did Copernicus establish in his studies? He
demonstrated that the earth orbits around the sun. (57)
3. How did Copernicus and Galileo challenge
traditional Catholic teaching? The Catholic church
taught that the sun orbits the earth; Copernicus and
Galileo showed that this was not the case. (57-59)
4. What did Isaac Newton establish in his studies?
That the world operates on the basis of regular scientific
laws, such as gravity (57-58)
5. How did some scientists and philosophers
interpret these discoveries in relation to the will of
God? They interpreted these discoveries to mean that
scientific laws were the real basis for the operation of the
universe, not the will of God. (58)
6. In what two ways did John Locke apply natural law
to human society? He said that people and societies
could be changed by education and the application of
reason and that political power rested with the people
on the basis of social contracts, not with kings. (58-59)
7. What new thinking emerged in the Enlightenment
about kings and government? That hereditary
monarchy was not a rational form of government (59)
8. How did the Enlightenment challenge traditional
thinking about God and religion? Enlightenment
thought held that faith was not scientific or rational.
(59)
9. What new ideas arose during the Enlightenment
about man? Man was moved to the center of science
and world affairs. (57)
10. How
have
modern
events
challenged
Enlightenment ideas? Studies of the atom and of the
universe; the realities of such things as love, joy, and
hope; and the calamities of war, the Holocaust, and
Communism in the twentieth century all challenged a
strictly rational approach to life. (60)
Lesson 12
1. What issue was fundamental in leading to the
American Revolution? Who held power in the colonies
and how the colonies were to be governed (62)
2. Who had ultimate political authority in the colonies
at first? The king and appointed governors (63)
3. Who made up the governor’s council of advisors?
Wealthy colonists who were appointed by the king (62)
4. Who was allowed to vote for assembly members?
Free males who owned a certain amount of property (63)
5. What was the difference of view over the source
of power for colonial assemblies? The British
government believed that the assemblies ruled by the
permission of the king, while colonists believed that the
assemblies ruled by the consent of the governed. (63)
6. What administrative change angered New
Englanders? The creation of the Dominion of New
England to govern the region from London (64)
7. How was the situation resolved? The governor was
imprisoned and the colonies resumed their former way
of governing. (64)
8. For what was John Peter Zenger put on trial?
Seditious libel for printing criticism of the royal
governor in his newspaper. (64)
9. What was the outcome of the trial and its impact
on freedom of the press? Zenger was found not
guilty, and the verdict encouraged colonial newspapers
to publish more criticism of public officials. (64)
10. What were the issues involved in Bacon’s
Rebellion? Constant threat of Indian attack, conflict
over western settlement policy, growing willingness of
colonists to defy governmental authority (65)
Lesson 13
1. What area in North America was disputed by
France and England? The area between the Great
Lakes and the Ohio River (66)
2. What colonial militia officer tried to push the
French from Fort Duquesne? George Washington (67)
3. What British fort was built where Fort Duquesne
was burned? Fort Pitt (67)
4. What Canadian cities did British forces capture?
Quebec and Montreal (67)
5. What happened to thousands of French-speaking
Acadians who were forced out of Nova Scotia? They
made their way to New Orleans (and came to be called
Cajuns). (68)
6. After the French and Indian War, what country
controlled Louisiana? Spain (68)
7. After the French and Indian War, what country
controlled Florida? Great Britain (68)
8. How did Great Britain try to pay for the war’s
expenses in America? By raising taxes on the colonies
(68)
9. What did France do a few years after losing the war?
France helped the United States in the Revolutionary
War against England. (68)
5
10. What was the purpose of the Albany Plan of Union?
To make sure that the colonies fought together under the
leadership of the king. (68)
Bible Assignment: Write down how these passages
either support or differ from Edwards’ main point:
Micah 7:18 says that God delights to show mercy, but
Edwards seemed to say that God delights in sending people
to hell. Matthew 7:22-27 describes people who go through
the motions of religious activity but are not truly following
Christ. Mark 9:42-50—Jesus teaches that the disobedient
will be lost in eternal punishment. John 3:16 emphasizes
God’s love in sending Jesus so that people do not have to
perish. Romans 1:18 reminds us that God has wrath against
ungodliness. Hebrews 12:25-29 teaches that God is a
consuming fire.
Lesson 14
1. How was life in the American colonies similar to
that in England? Same language and culture, same
legal system, same trades and social classes; belief
in representative government and individual rights;
upper class American sons often educated in England;
colonists saw selves as subjects of the crown
2. How was it different? No royalty in America;
Americans envisioned new possibilities for their lives;
the frontier experience, including log cabins and Indian
skirmishes (71)
3. What British policies irritated the colonists? The
standing army in the colonies, with troops quartered in
private homes. (70)
4. Give some examples of laws passed by Parliament
in the years after the French and Indian War. Royal
control over laws passed by colonial assemblies, writs
of assistance, colonies not allowed to print money, new
taxes passed. (72-73)
5. What was the Proclamation of 1763? The king
forbade any settlement by English subjects west of the
crest of the Appalachian Mountains. (73)
6. Why did the proclamation frustrate the colonists?
Many colonists wanted to settle the western region. They
thought that they had fought the French and Indian War
to be able to do so, but now it was forbidden. (73)
7. Why did many colonists oppose taxes on domestic
activities within the colonies passed by Parliament?
They believed that such taxes were wrong and could not
be enacted by Parliament. (73)
8. What was the Boston Massacre? A confrontation
between Boston citizens and British soldiers.
9. Why did Americans oppose the Tea Act? Because it
allowed the East India Company to dump cheap tea onto
the colonial market, thus making the colonies dependent
on the British company for tea. (75)
10. What did the First Continental Congress meet to
oppose? The Coercive or Intolerable Acts (75)
Bible Assignment: Read Nehemiah Chapter 8. List
three things that the Jews either had to change or
needed to restore in order to return to God’s pattern.
6
Listen to God’s Word, seek to understand it, and put it into
practice (e.g., celebrating the Feast of Booths).
Lesson 15
1. How did religious practices change in the American
colonies from their founding to the mid-1700s?
A general decline. Factors included worldliness and
church becoming a social institution, rough and tumble
lifestyle of western settlements. (77)
2. What two English ministers mentioned in the
lesson helped bring about a spiritual revival in
England? George Whitefield, John Wesley (78)
3. What was the Great Awakening? A revival movement
in the American colonies (78)
4. What American preacher was recognized as the
leading preacher of the Great Awakening? Jonathan
Edwards (78-79)
5. Why did some churches begin to oppose revivalist
preaching? They felt threatened when evangelists
described churches as dead and preachers as unconverted.
(78)
6. Over what issue did some denominations divide?
Whether to endorse the revival or not. (78)
7. What was one direction taken by theological
liberals? The formation of Unitarian and Universalist
churches. (78)
8. What kind of institutions were begun to train
ministers? Give some examples. Colleges; Princeton,
Columbia, Brown, Rutgers, and Dartmouth (79)
9. How did the Great Awakening help to mold a
particularly American expression of the Christian
faith? Revivalist preaching, multifaceted Christianity,
individual decisions, hope for the millennium (79-80)
10. What need did the Great Awakening reveal? The
need for spiritual revival (77)
Questions on The Scarlet Letter
1. What tone is set by the essay, “The Customs
House”? A dark, sad, and musty tone
2. What is the significance of the essay to the novel
itself? Hawthorne tells how he got the idea for the story.
3. What wrong attitudes did the people of the
community demonstrate toward Hester? They were
hateful and unforgiving toward her.
4. Describe Pearl, Hester’s daughter. Pearl was strongwilled. Some thought that she was a devil-child as
retribution for the sin which conceived her.
5. What did Roger Chillingworth take as his
life purpose? To find out the secrets of Arthur
Dimmesdale’s life and to seek revenge for what he had
done with Hester.
6. Who was the father of Hester’s child? Dimmesdale
7. In what ways were people mistaken about the
character of Dimmesdale? They believed that he could
do no wrong. They thought he was strong but in fact he
was weak.
8. How did Dimmesdale try to atone for his sin? He
carved an A on his chest and stood on the scaffold at
night.
9. What did Hester and Dimmesdale plan to do? They
planned to run away to Europe together.
10. What happened to Dimmesdale? He died before he
was able to leave the community.
11. What happened to Chillingworth? He died within a
year of Dimmesdale’s death and left an inheritance for
Pearl.
12. What happened to Pearl? She moved to Europe and
was not directly heard from again.
13. What happened to Hester? She left for many years;
but later she returned to the community, helped many
people, and died there.
14. What does the novel say about Puritan New
England? It shows the failings of a community that was
supposedly built on faith in Christ.
15. Why was the identity of Pearl’s father such a nonissue to many in the community? Their focus was on
Hester’s sin. One key factor might have been that men
were leaders of the community.
16. What does the book say about the effect of sin that
is confessed as opposed to sin that is kept hidden?
Hester was able to admit her responsibility for her sin
and move on in her life. Dimmesdale kept his sin hidden
and it eventually destroyed him.
17. How did Hester show strength of character despite
her sin? She took the responsibility for rearing Pearl;
she helped others; she did not strike back when others
reviled her.
18. Why do you think Hester didn’t simply leave the
community? Among the possible answers are: She
loved Arthur and wanted to be near him; life outside of
the community would have been even more difficult.
Literary Analysis of The Scarlet Letter
Narrator: the teller of the story
Tone: the mood in which the story is presented (i.e., lighthearted, angry, wistful, etc.)
Protagonist: the central character
Climax: the single key event or turning point in the story;
the moment of greatest tension.
Resolution: the event in which the main issue is resolved.
Quiz on Unit 3
1. a; 2. b; 3. d; 4. c; 5. b; 6. a; 7. c 8. b; 9. a; 10. d
Unit 4
Lesson 16
1. How did King George III react to colonial resistance
to British laws? He declared the colonies to be in a state
of rebellion. (83)
2. Who gave the speech that ended, “Give me liberty,
or give me death”? Patrick Henry (83)
3. Why did British troops move out of Boston on April
18, 1775? To arrest Sam Adams and John Hancock and
to seize a stockpile of patriot weapons (83)
4. What did Paul Revere, William Dawes, and Samuel
Prescott do? They tried to warn Adams, Hancock, and
militiamen in Lexington and Concord. (83-84)
5. What was the outcome of the conflict at Lexington
and Concord? The British troops were defeated and
retreated back into Boston. (84)
6. Whom did the Second Continental Congress
appoint as Commander of the Continental Army?
George Washington (84)
7. Which side won the Battle of Breed’s Hill (Bunker
Hill)? The British (though at a high cost) (84)
8. What two documents were adopted by the
Continental Congress in July 1775? The Olive
Branch Petition and the Declaration of the Causes and
Necessity of Taking Up Arms (84-85)
9. What was the purpose of the Olive Branch Petition?
To assure King George III of the colonies’ continued
loyalty (84)
10. What did the “Declaration of the Causes . . .”
explain? Why the colonies were justified in standing
up for their rights and resisting the actions of the British
government (85)
Bible Assignment: List an argument for and an
argument against the American Revolution based
on Scripture. For: Political rulers are accountable for
their actions, and lower officials have a responsibility to
take action when higher officials are guilty of misconduct.
Against: Christians should not use violence to gain political
freedom. Other answers possible. List three ways that God
brought good out of the Revolution. Making government
in the United States more responsive to the local situation.
Providing people the freedom to worship as they desired
without the threat of government hindrance or restriction.
Opportunities for people from around the world to find better
lives in America. Other answers possible.
Lesson 17
1. Who wrote “Common Sense”? Thomas Paine (87)
2. Who was the principal writer of the Declaration of
Independence? Thomas Jefferson (87)
3. What happened in Congress on July 2, 1776?
Congress adopted Lee’s resolution that the colonies were
free and independent states. (87)
4. What happened in Congress on July 4, 1776?
Congress adopted the Declaration of Independence. (88)
5. The Declaration of Independence was an example of
what philosophy or thought world? Enlightenment
thinking (88)
6. What did the colonies risk by declaring
independence? They risked everything. They were
considered rebels and traitors. They faced execution if
their cause failed. (89)
7. The grievances listed in the Declaration of
Independence were directed against what part of
the British government? The king (88)
7
8. What was the primary difference between the
Olive Branch Petition and the Declaration of
Independence? The Olive Branch Petition sought
reconciliation with the king, while the Declaration of
Independence stated the colonies’ break with the king.
(84,88)
9. According to John Adams, what was the division
of public opinion in the colonies about revolution?
One-third wanted to remain with Britain, one-third
wanted independence, and one-third was unsure and
waiting to be convinced. (88)
10. What were the nicknames of the two political
parties in Britain? Tories and Whigs (89)
Lesson 18
1. What were the advantages for the British going
into war with their American colonies? Britain
was the most industrialized nation in the world; it
was a wealthy country; it had a strong navy and an
experienced, victorious army. (91)
2. What were the disadvantages for the American
colonies? Smaller population, no standing army,
small navy, untrained militia, not a strong central
government, some weak colonial governments, no
strong national currency, soldiers poorly paid and
equipped (91)
3. What was a key element of British strategy in
the war? To control the major cities and divide New
England from the rest of the colonies (91)
4. What is the significance of Valley Forge?
Washington’s army camped there in difficult conditions
during the severe winter of 1777-1778. (92)
5. Name who won these battles:
a. New York City British (91)
b. Trenton, New Jersey Americans (92)
c. Kaskaskia, Illinois Americans (93)
d. Camden, South Carolina British (93)
e. King’s Mountain, South Carolina Americans
(93)
6. What was the turning point of the war and why?
The surrender of Burgoyne’s British forces at Saratoga.
It was a victory for the United States and it brought
France into the war on the side of the U.S. (92-93)
7. What was the turning point of the war in the South?
The Battle of King’s Mountain (93)
8. Cornwallis surrendered to Washington at
Yorktown, Virginia. On what date did he
surrender? October 19, 1781 (94)
9. What factors in the overall prosecution of the war
worked against the British? Poor military leaders,
fighting far from home, tenuous supply lines, the failure
of British diplomacy with the American colonies (95)
10. What factors helped the Americans? Washington’s
leadership, American soldiers fought better, they were
on their home soil, the developing consciousness of being
Americans, assistance from France (95)
8
Lesson 19
1. How did Americans and their property suffer
during the Revolutionary War? Families suffered the
absence and loss of many husbands, fathers, and sons;
property was destroyed in battle and by the movement
of armies. (97)
2. How was the American Revolution a civil war?
The U.S. population was divided, with many colonists
remaining loyal to Britain and eventually leaving the
United States. (97)
3. From what categories of people did many in the
U.S. remain loyal to Britain? Colonial government
office-holders, Anglican clergy, some businessmen, and
many small farmers (97)
4. What elements of American life were stable and
what was disrupted during the war? Government
and society were relatively stable, but the economy was
severely disrupted. (97)
5. How was western settlement affected by the
outcome of the War for Independence? It was
encouraged by the American victory. (98)
6. Who led thousands of settlers through the
Cumberland Gap? Daniel Boone (98)
7. What economic opportunities did America offer
that Great Britain did not? More opportunity for
land ownership, the building of wealth, and the need
for skilled craftsmen; work opportunities beyond being
servants and indentured servants. (98)
8. What did many state constitutions written in the
1780s provide? Bills of rights, expanded right to vote
(97)
9. What was the first governing document of the
United States? The Articles of Confederation (99)
10. What was a major issue that delayed the ratification
of this document by all of the states? Disposition of
western lands (99)
Questions on the Articles of Confederation
1. Into what relationship did the states enter through
the Articles? A firm league of friendship (AV 49)
2. How many representatives did each state have in
Congress under the Articles? Between two and seven
(AV 50)
3. How did voting take place under the Articles? By
states, with each state having one vote (AV 50)
4. How many states had to vote to support a war?
Nine (AV 53)
Lesson 20
1. How does the eye of faith see the world’s history
of wars and the rise and fall of nations? As the work
of God (101)
2. According to the Bible, why did Rehoboam rebel
against the Davidic dynasty of Israel? It was a turn
of events from the Lord. (101-102)
3. According to the Bible, why did Shishak of Egypt
attack Israel? Because Israel had been unfaithful to the
Lord (102)
4. What did the Lord call Cyrus, the leader of Persia?
His shepherd and His anointed (102)
5. Does God create and guide only monarchies? No,
He creates republics and democracies also. (102-103)
6. How should we interpret historical events after the
time of the Bible? By using principles we find in the
Bible (104)
7. How long do the plans of God’s heart stand? From
generation to generation (104)
8. What should we think if things happen that we
don’t like or that we think are not good? We should
realize that God is still in charge. (104)
9. Who causes the rise and fall of nations? God (104)
Quiz on Unit 4
1. b; 2. b; 3. c; 4. b; 5. d; 6. b; 7. b; 8. a; 9. a; 10. a; 11. c; 12.
c; 13. a; 14. c; 15. d; 16. d; 17. a; 18. b; 19. a; 20. d
Unit 5
Lesson 21
1. What were four issues facing the new United
States? Debt, economic crises in the states, frontier
Indian attacks, foreign relations (107-108)
2. What pattern did the Northwest Ordinance
establish for the country? The organization of
territories and how territories could become states (108)
3. In what year did the Constitutional Convention
meet? 1787 (109)
4. Who was the chairman of the Constitutional
Convention? George Washington (109)
5. Who was the most prominent and active delegate
at the convention? James Madison (109)
6. What issue was resolved by the Great Compromise?
How the states would be represented in Congress (110)
7. What compromise was reached on how the
President was to be chosen? Electors would be chosen
in every state who would vote for President (110-111)
8. What did the Three-Fifths Compromise call for?
Three-fifths of the slaves would be counted for taxation
and representation (111)
9. What was The Federalist or The Federalist Papers?
Essays published in support of ratification of the
Constitution (112)
10. What were the people called who opposed
ratification of the Constitution? Antifederalists (112)
Bible Assignment: From Psalm 119. How can a person
keep his way blameless (verse 1)? By walking in the law
of the Lord. How can a young person keep his way pure
(verse 9)? By keeping it according to God’s Word. Why has
the psalmist treasured God’s Word in his heart (verse
11)? To keep from sinning against God. How does the
psalmist feel about studying and learning the Word
(verses 14, 24, and 47)? It is a delight. Where does the
psalmist find the answers that he gives to others (verse
42)? From God’s Word.
Lesson 22
1. What are three overall principles that lie behind
the Constitution? A careful series of balances and
compromises, expectation that the new government
would be driven by Congress, fear of democracy (114)
2. What are three examples of the limited government
established by the Constitution? Delegated or
enumerated powers, separation of powers, checks and
balances (115-116)
3. What are the two chambers or houses of Congress?
Senate and House of Representatives (116)
4. How often are members of the House of
Representatives elected? Every two years (116)
5. What are the two specific responsibilities of the
House? To initiate revenue bills, and to initiate the
impeachment process (117)
6. How long is the term for a U.S. Senator? Six years
(117)
7. What fraction of the Senate is elected every two
years? One-third (117)
8. What are the three specific responsibilities of the
Senate? To ratify treaties, to approve presidential
nominations, to try impeachment cases (118)
9. Describe the process of how a bill becomes law.
When a bill is introduced, it is assigned to a committee
of that body (either the House or the Senate). If the
committee considers it and votes it out, the entire body
can consider it and vote on it. If it passes, it is sent to
the other house for the same process. If the two versions
are different, a compromise committee writes a single
version. When both houses pass the identical bill, it is
sent to the President. The President can either sign it
(and it becomes law), veto it and return it to Congress
(which must pass it with a two-thirds majority in
both houses), or not sign it in a pocket veto (the bill
still becomes law after ten days if Congress is still in
session). (118-119)
10. What options does the President have when
Congress passes a bill and sends it to him? Sign it
(and it becomes law), veto it and return it to Congress
(which must pass it with a two-thirds majority in
both houses), or not sign it in a pocket veto (the bill
still becomes law after ten days if Congress is still in
session). (118-119)
Bible Assignment: How valuable is the Word to the
psalmist (Psalm 119:72)? It is worth more than gold and
silver.
Lesson 23
1. What is the length of term for the President and
Vice President? Four years (121)
2. To how many terms can a person be elected
President? Two (121)
9
3. Who actually chooses the President and Vice
President? Electors, or the electoral college (121-122)
4. How many electors are there, and why? 538; one
for each Senator and Congressman plus three for the
District of Columbia (122)
5. What role does the President have with the armed
forces? He is their commander. (122)
6. What role does the President have with the
operation of the Federal government? He oversees
the executive branch in carrying out the laws. (122)
7. What role does the President have with other
countries? He conducts relations with other countries,
negotiates treaties, and receives official representatives
(122)
8. What is the basis for impeachment? Treason, bribery,
other high crimes and misdemeanors (123)
9. What are the three levels of the Federal court
system? District, appeals, supreme (123)
10. What does “full faith and credit” mean? Each state
is to give full faith and credit to the laws and actions of
every other state. (125)
Bible Assignment: How much does the psalmist say
that he meditates on the Word (Psalm 119:97)? All the
day. How does the psalmist describe the guidance that
he receives from the Word (Psalm 119:105)? As a lamp
to his feet and a light to his path.
Lesson 24
1. For a proposed amendment to the Constitution to
be adopted, it must be approved by what fraction
of Congress and what fraction of the states? Twothirds of both houses of Congress and three-fourths of
the states (126)
2. What four issues does the 1st Amendment address?
Freedom of religion, freedom of speech, freedom of the
press, the right to assemble peaceably and to tell the
government what they believe are wrongs that should be
addressed (127)
3. What does the 2nd Amendment guarantee? The
right to keep and bear arms (127)
4. What rights do the 5th through 8th Amendments
protect? Rights of the accused (127)
5. What does the 10th Amendment state? All powers
not expressly delegated to Congress nor denied to the
states are reserved to the states and people (128)
6. What does the 16th Amendment enable? A Federal
income tax (129)
7. What did the 19th Amendment do? Gave women the
right to vote (129)
8. What did the 24th Amendment outlaw? The poll tax
(129)
9. What does the 25th Amendment provide for?
Presidential succession (130)
10. What did the 26th Amendment do? Gave eighteenyear-olds the right to vote (130)
Bible Assignment: Read Psalm 119:137-176. What
synonyms does the psalmist use for the Word?
10
Judgments, testimonies, statutes, ordinances, Other answers
possible depending on translation. How do you feel about
Bible study? When do you usually study the Bible?
What can you do to grow in your Bible study and in
your application of what you read in the Bible? What
problems and divisions have you seen because people
have not interpreted the Bible correctly? Various answers
possible.
Lesson 25
1. What is the supreme law for Christians? The Bible
(131)
2. What claims does the Bible make for itself? Final,
inspired, infallible, not to be added to or taken from (131)
3. What are the two basic steps of interpretation?
Determining what a text says and determining what a
text means (132)
4. Who interprets Scripture? Everyone (132)
5. How should the Bible be read and understood? The
way it was written (133)
6. What is the meaning of prooftexting? Taking a verse
out of context to defend an already-established belief or
practice (133)
7. What is the best interpreter of Scripture? Other
passages of Scripture (133)
8. What is the primary truth? God (134)
9. What is God’s most important act? Jesus (134)
10. What do we need to remember about Scripture, us,
and interpretation? Scripture interprets us. (135)
Quiz on Unit 5
1. B; 2. G; 3. I; 4. F; 5. C; 6. A; 7. E; 8. D; 9. J; 10. H; 11. X;
12. P; 13. S; 14. M; 15. T; 16. K; 17. U; 18. Y; 19. W; 20. V;
21. N; 22. L; 23. R; 24. Q; 25. O
History Exam on Units 1-5
1. Condemned to repeat it
2. The Roman Catholic Church
3. Renaissance
4. Aztec
5. Spain
6. Italian explorer Amerigo Vespucci
7. St. Augustine
8. Henry VIII
9. John Cabot
10. Roanoke
11. The Spanish Armada
12. Jamestown, 1607
13. Separatists (or Pilgrims)
14. Puritans
15. Maryland
16. The idea that kings are placed on their thrones by
God and therefore cannot be questioned
17. Mayflower Compact
18. A city on a hill
19. The governor
20. George Washington
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Louisiana
Great Britain (68)
A protest against lower tea prices
Patrick Henry
Cornwallis
Daniel Boone
Articles of Confederation
1787
How the states would be represented in Congress
How slaves were to be counted for taxation and to
determine representation in Congress
Checks and balances
Congress
Two years
Six years
Four years
The Vice President of the United States
One-third
Veto
The Bill of Rights
The 1st Amendment
English Exam on Units 1-5
1. Anne Bradstreet
2. Bay Psalm Book
3. New England Primer
4. Journals
5. Almanacs
6. Poor Richard’s Almanack
7. Adultery or adulteress
8. They thought he was strong and upright, but in
fact he was weak and was an adulterer also.
9. Sin that is kept hidden eats away and destroys, but
sin that is dealt with openly can be overcome.
10. Henry Wadsworth Longfellow
11. Answers will vary, but the answer might include
drama, excitement, anticipation.
12. Ralph Waldo Emerson
13. The dedication of a monument at the bridge where
fighting took place in 1775
14. Thomas Paine
15. She was able to learn the gospel.
16. The Federalist or The Federalist Papers
17. The Federalist Papers or The Federalist Number 10
18. “The Crisis”
19. Poor Richard’s Almanack
20. The Scarlet Letter
Bible Exam on Units 1-5
1. To help the people remember their history
2. How a person sees and understands the world in
which he or she lives
3. Any one of these is correct: the belief that God made
the world, that God made man in His image as a
special creation, that God guides the world, that
all is to be for God’s glory, that He gave absolute
standards of right and wrong, that the world is
heading for judgment
4. Indulgences
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Martin Luther
95 Theses
Protestant Reformation
Offer some benefits of church membership to the
children of the unconverted
Protestant
Roger Williams
Religious toleration
It pushed God to the sidelines by saying that
the world operates by fixed natural laws; it also
challenged religious tradition and even religious
faith.
A period of spiritual revival in the American
colonies
The middle of the 1700s
Jonathan Edwards
God is angry with man for his sins and barely
holds back His wrath against man. People need to
repent and come to God or face this wrath.
Some preachers condemned churches as spiritually
dead and ministers as unconverted.
Colleges
That He rules and that He guides what
happens
The Bible
Determining what a text says, and determining
what a text means
The rest of Scripture
Jesus
Taking a verse out of context to support an already
existing belief or practice
God’s Word
Unit 6
Lesson 26
1. Who were the first President and Vice President
under the Constitution? George Washington, John
Adams (137)
2. What city was the first capital? New York City (137)
3. In what year did Washington first take the
presidential oath of office? 1789 (137)
4. What were the three executive departments
and who headed them? State—Thomas Jefferson;
Treasury—Alexander Hamilton; War—Henry Knox
(137)
5. What did the heads of the executive departments
come to be called? Cabinet (137)
6. What did Alexander Hamilton propose concerning
debt? That the Federal government assume the debts
under the Confederation and of the states (138)
7. What did Hamilton propose concerning a national
financial system? The establishment of a national bank
(139)
8. What did Hamilton propose regarding American
manufacturing? Assistance for manufacturers,
specifically the enactment of protective tariffs (139)
11
9. In what state did the Whiskey Rebellion take place
and what was it about? Pennsylvania; opposition to a
Federal tax on whiskey (139)
10. In what state did the Battle of Fallen Timbers occur
and what movement did it help? Ohio; it helped
western settlement (140)
Questions on George Washington’s First Inaugural
Address and his Thanksgiving Proclamation
1. In his first Inaugural Address, what did
Washington say it would have been improper to
omit? Supplications to God (77)
2. How did he see God guiding the United States? He
saw God’s hand in every step of the formation of the new
nation. (AV 79)
3. He said we should never expect God to smile on
what? A nation that disregards the eternal rules of
order and right (AV 79)
4. What did he say about accepting a salary
(emolument) for his role as President? He did not
want to be paid for serving as President. (AV 79)
5. In the Thanksgiving Proclamation, what did
Washington say it was a duty to do? “To acknowledge
the providence of Almighty God, to obey his will, to
be grateful for his benefits, and humbly to implore his
protection and favor.” (AV 80)
6. For what did he want Americans to give thanks?
For God’s protection before they became a nation, for
His guidance during the war, for their tranquility and
plenty since the war, for the peaceful establishment of
government, and for the many favors He had bestowed
(AV 80)
7. What did he want Americans to ask God for?
For pardon for their national transgressions, help in
performing their duties well, to render the national
government a blessing, to protect sovereigns and
nations, and to grant prosperity (AV 80)
Lesson 27
1. What was the first foreign policy crisis faced by the
Washington administration? How to respond to the
French Revolution (141-142)
2. How did the U.S. respond to the French Revolution?
The U.S. gave diplomatic recognition to the new French
government. (141)
3. How did Washington respond to the war that
began in Europe? He issued a proclamation of
neutrality. (141)
4. What actions of the French ambassador Genet were
inappropriate? He tried to outfit French ships and he
tried to instigate attacks on Spanish-held territory in the
western hemisphere. (141-142)
5. What policy did the British follow on the high
seas? Stopping and seizing ships bound for enemy ports
and impressment of those they claimed were British
deserters. (142)
12
6. What was the Jay Treaty? An agreement with Great
Britain, but it did not resolve important issues favorably
in the opinion of many Americans. (142)
7. What was the Pinckney Treaty? It ended Spanish
claims in North America outside of Florida and
guaranteed American access to New Orleans. (142)
8. What did Hamilton and those who agreed with him
want? A strong central government, the development of
industry, and leadership by the elite (142-143)
9. What did Jefferson and those who agreed with
him believe? That the individual citizen, especially the
farmer was the backbone of a successful economy and
society (143)
10. What did these political differences lead to? The
formation of political parties (143)
Questions on “The Legend of Rip Van Winkle”
1. What is a short story? A work of fiction shorter than
a novel, with fewer characters and usually only one plot
line (AV 140)
2. Describe Rip and his wife. He was kind, easygoing,
and lazy. She was harsh and suspicious. (AV 112)
3. Whom did Rip see before he went to sleep, and
what were they doing? Odd-looking people playing
ninepins (AV 115)
4. What evidence did Rip see in the village that times
had changed? His house was deserted, the inn was
gone, the picture of King George III had been replaced
by one of George Washington. (AV 117)
5. What was his son like? Just like his father (AV 120)
6. What function did Rip’s tale serve in the village? It
explained thunder in the mountains and gave henpecked
husbands a way to express their desire to be free of
domestic unhappiness. (AV 120)
Bible Assignment: List three ways in which a Christian
who is a public official might be tempted to compromise
his faith. Lying to get elected or re-elected. Agreeing with an
unbiblical proposal in order to avoid controversy. Seeking the
approval of people more than God. Other answers possible.
Lesson 28
1. Who were the presidential and vice presidential
candidates in 1796? Federalist: John Adams and
Thomas Pinckney; Republican: Thomas Jefferson and
Aaron Burr (145)
2. Who was elected President and Vice President?
John Adams was elected President, and Thomas Jefferson
was elected Vice President. (145)
3. How were American envoys to France insulted
by representatives of the French foreign minister?
French representatives asked the Americans for a bribe,
a large loan, and an apology just to begin negotiations.
(146)
4. What did the incident come to be called, and why?
Adams referred to the French representatives as X, Y,
and Z; so it came to be known as the XYZ Affair. (146)