50 terms

APUSH Ch. 15

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1. The Deist faith embraced all of the following except
a. the concept of original sin.
b. the reliance on reason rather than revolution.
c. belief in a Supreme Being.
d. belief in human beings' capacity for moral behavior.
e. denial of the divinity of Jesus.
A
2. Deists like Thomas Jefferson and Benjamin Franklin endorsed the concept of
a. revelation.
b. original sin.
c. the deity of Christ.
d. a Supreme Being who created the universe.
e. the imminent end of the world.
D
3. By 1850, organized religion in America
a. retained the rigor of colonial religion.
b. was ignored by three-fourths of the people.
c. had lost some of its austere Calvinist rigor.
d. had grown more conservative.
e. had become tied to the upper classes
C
4. All the following are true of the Second Great Awakening except that it
a. resulted in the conversion of countless souls.
b. encouraged a variety of humanitarian reforms.
c. strengthened democratic denominations like the Baptists and Methodists.
d. was a reaction against the growing liberalism in religion.
e. was not as large as the First Great Awakening
E
5. Unitarians endorsed the concept of
a. the deity of Christ.
b. original sin.
c. salvation through good works.
d. predestination.
e. the Bible as the norm of doctrine
C
6. An early-nineteenth-century religious rationalist sect devoted to the rule of reason and free will was the
a. Unitarians.
b. Seventh-Day Adventists
c. Methodists.
d. Mormons.
e. Roman Catholics.
A
7. Religious revivals of the Second Great Awakening resulted in
a. little increase in church membership.
b. a strong religious influence in many areas of American life.
c. surprisingly few humanitarian reforms.
d. greater attention to church history and doctrine.
e. all of the above.
B
8. As a revivalist preacher, Charles Grandison Finney advocated
a. opposition to slavery.
b. a perfect Christian kingdom on earth.
c. opposition to alcohol.
d. public prayer by women.
e. all of the above.
E
9. The greatest of the revival preachers of the Second Great Awakening was
a. Joseph Smith.
b. Horace Greeley.
c. Carl Schurz.
d. Charles G. Finney.
e. Angelina Grimke.
D
10. The Second Great Awakening tended to
a. promote religious diversity.
b. reduce social class differences.
c. blur regional differences.
d. discourage church membership.
e. weaken women's social position
A
11. The Mormon religion originated in
a. Utah.
b. New England.
c. Nauvoo, Illinois.
d. Ireland.
e. the Burned-Over District of New York.
E
12. The religious sects that gained most from the revivalism of the Second Great Awakening were the
a. Roman Catholics and Episcopalians.
b. Unitarians and Adventists.
c. Methodists and Baptists.
d. Congregationalists and Presbyterians.
e. Lutherans and Mennonites.
C
13. The Second Great Awakening tended to
a. widen the lines between classes and regions.
b. open Episcopal and Presbyterian churches to the poor.
c. unite southern Baptists and southern Methodists against slavery.
d. bring the more prosperous and conservative eastern churches into the revivalist camps.
e. increase the influence of educated clergy
A
14. The original prophet of the Mormon religion was
a. Ralph Waldo Emerson.
b. Brigham Young.
c. Charles G. Finney.
d. the angel Moroni.
e. Joseph Smith.
E
15. Which one of the following is least related to the other four?
a. Brigham Young
b. William Miller
c. The Book of Mormon
d. Salt Lake City
e. polygamy
B
16. One characteristic of the Mormons that angered many non-Mormons was their
a. highly individualistic life-styles.
b. unwillingness to vote.
c. refusal to take up arms and defend themselves.
d. emphasis on cooperative or group effort.
e. flirtation with foreign governments.
D
17. Many of the denominational liberal arts colleges founded as a result of the Second Great Awakening
a. were academically distinguished institutions.
b. lacked much intellectual vitality.
c. eventually gained tax-supported status.
d. offered a new, nontraditional curriculum.
e. opened their doors to Catholic students.
B
18. Tax-supported public education
a. existed mainly for the wealthy.
b. eliminated private and parochial education in the U.S.
c. began in the South as early as 1800.
d. provided little opportunity for the poor.
e. was deemed essential for social stability and democracy.
E
19. In the first half of the nineteenth century, tax-supported schools were
a. chiefly available to educate the children of the poor.
b. most in evidence in the South.
c. continuously opposed by wealthy, conservative whites.
d. open only to tuition-paying children of the well-to-do.
e. more academically demanding than private academies.
A
20. Noah Webster's dictionary
a. had little impact until the twentieth century.
b. helped to standardize the American language.
c. was used to educate nineteenth-century slaves.
d. came to the United States from Britain in the 1800s.
e. gave legitimacy to American slang.
B
21. One strong prejudice inhibiting women from obtaining higher education in the early nineteenth century was the belief that
a. they would gain political and economic power through education.
b. women were inherently conservative and opposed to social reform.
c. children should grow up without the influence of educated women.
d. the Constitution prohibited women from attending colleges.
e. too much learning would injure women's brains and ruin their health.
E
22. Women became especially active in the social reforms stimulated by the Second Great Awakening because
a. evangelical religion emphasized their spiritual dignity and religious social reform legitimized their activity outside the home.
b. they refused to accept the idea that there was a special female role in society.
c. they were looking to obtain as much power as possible.
d. many of the leading preachers and evangelists were women.
e. they saw the churches as the first institutions that needed to be reformed
A
23. Two areas where women in the nineteenth century were widely thought to be superior to men were
a. physical strength and mental vigor.
b. moral sensibility and artistic refinement.
c. political ability and organizational shrewdness.
d. sexual appetite and physical desire.
e. economic competitiveness and capacity for education.
B
24. New England reformer Dorothea Dix is most notable for her efforts on behalf of
a. prison and asylum reform.
b. the peace movement.
c. the temperance movement.
d. abolitionism.
e. women's education
A
25. The excessive consumption of alcohol by Americans in the 1800s
a. was not recognized as a social problem.
b. did not involve women.
c. held little threat for the family because everyone drank.
d. had little impact on the efficiency of labor.
e. stemmed from the hard and monotonous
A
26. Sexual differences were strongly emphasized in nineteenth-century America because
a. frontier life necessitated these distinctions.
b. men were regarded as morally superior beings.
c. it was the duty of men to teach the young how to be good, productive citizens
d. the market economy increasingly separated men and women into distinct economic roles.
e. women believed this emphasis brought them greater respect
D
27. One sign that women in America were treated better than women in Europe was
a. that American women could vote.
b. that the law in the U.S. prohibited men from beating them.
c. that rape was more severely punished in the U.S.
d. that their ideas of equality were well received by American men.
e. that American women earned respect by engaging in male activities.
C
28. Neal Dow sponsored the Maine Law of 1851, which called for
a. the abolition of capital punishment.
b. a ban on war.
c. a ban on polygamy.
d. woman suffrage.
e. a ban on the manufacture and sale of intoxicating liquor
E
29. By the 1850s, the crusade for women's rights was eclipsed by
a. the temperance movement.
b. the "Lucy Stoners."
c. abolitionism.
d. prison reform advocates.
e. evangelical revivalism.
C
30. According to John Humphrey Noyes, the key to happiness is
a. acceptance of a sinful mankind.
b. the suppression of selfishness.
c. the abandonment of "complex" marriages.
d. a rejection of Bible communism.
e. political reform.
B
31. The beliefs advocated by John Humphrey Noyes included all of the following except
a. ​no private property.
b. ​sharing of all material goods.
c. ​belief in a vengeful deity.
d. ​strictly monogamous marriages.
e. ​improvement of the human race through eugenics
D
32. The key to Oneida's financial success was
a. ​its move from Vermont to New York.
b. ​the establishment of Bible communism.
c. ​the manufacture of steel animal traps and silverware.
d. ​its tax-exempt religious status.
e. ​its linkage of religion to free-market capitalism.
C
​33. The Oneida colony declined due to
a. ​widespread criticism of its sexual practices.
b. ​a decline in animal trapping.
c. ​their adoption of capitalism.
d. ​the loss of Noyes's leadership.
e. ​all of the above.
A
​34. The American medical profession by 1860 was noted for
a. ​its still primitive standards.
b. ​having abandoned the practice of bleeding.
c. ​its discovery of germs as the cause of illness.
d. ​pioneer work in dentistry.
e. ​its well established medical schools.
A
35. ​Most of the utopian communities in pre- 1860s America held __________ as one of their founding ideals.
a. ​rugged individualism
b. ​pacifism
c. ​capitalism
d. ​opposition to communism
e. ​cooperative social and economic practices
E
​36. Of the following, the most successful of the early-nineteenth-century communitarian experiments was at
a. ​Brook Farm, Massachusetts.
b. ​Oneida, New York.
c. ​New Harmony, Indiana.
d.​ Seneca Falls, New York.
e. ​Shaker Heights, Ohio.
B
37. When it came to scientific achievement, America in the 1800s was
a. ​a world leader.
b. ​a nation from which other countries borrowed.
c. ​most noted for its successes in medicine.
d. ​more interested in practical matters.
e. ​focused primarily on biology and chemistry
D
38. Match each individual below with the correct description.
A. ​Louis Agassiz ​1. author of Birds of America
B. ​Gilbert Stuart ​2. portrait artist
C. ​John J. Audubon ​3. romantic novelist
4. Harvard Biologist

a. ​A-3, B-2, C-4
b. ​A-4, B-3, C- l
c. ​A-2, B-1, C-3
d. ​A-4, B-2, C- l
e. ​A-1, B-4, C-2
D
39. America's artistic achievements in the first half of the nineteenth century
a. ​were remarkable for their creativity.
b.​ were least notable in architecture.
c. ​built on the achievements of the Puritans.
d. ​took very little from Europe.
e. ​were closely linked to democratic ideals.
B
40. The Hudson River school excelled in the art of painting
a. ​portraits.
b. ​classical Frescos.
c. ​still life.
d. ​daguerreotypes.
e. ​landscapes.
E
41. A genuinely American literature received a strong boost from the
a. ​wave of nationalism that followed the War of 1812.
b. ​writing of Charles Wilson Peale.
c. ​religious writings of the Second Great Awakening.
d. ​federal support for the arts.
e. ​none of the above.
A
42. ​Match each writer below with his work.
A. ​Washington Irving ​1.​Walden
B. ​James Fenimore Cooper ​2.​Leatherstocking. Tales
C. ​Ralph Waldo Emerson ​3. ​The Sketch Book with "Rip Van Winkle"
4. ​"The American Scholar"

a. ​A-1, B-2, C-3
b. ​A-3, B-2, C-4
c. ​A-2, B-3, C-1
d. ​A-3, B-1, C-4
e. ​A-4, B-2, C- l
B
43. ​Transcendentalists believed that all knowledge came through
a. ​the writings of John Locke.
b. ​the senses.
c. ​observation.
d. ​inherent rational capacity.
e. ​an inner light.
E
44. All of the following influenced transcendental thought except
a. ​German philosophers.
b. ​Oriental religions.
c. ​Catholic belief.
d. ​individualism.
e. ​love of nature.
C
45. "Civil Disobedience," an essay that later influenced both Mahatma Gandhi and Martin Luther King, Jr., was written by the transcendentalist
a. ​Louisa May Alcott.
b. ​Ralph Waldo Emerson.
c. ​James Fenimore Cooper.
d. ​Margaret Fuller.
e. ​Henry David Thoreau.
E
46.The Poet Laureate of Democracy, whose emotional and explicit writings expressed a deep love of the masses and enthusiasm for an expanding America, was
a. ​Edgar Allan Poe.
b. ​Emily Dickinson.
c. ​Walt Whitman.
d. ​Herman Melville.
e. ​Elizabeth Cady Stanton.
C
47. The most noteworthy southern novelist before the Civil War was
a. ​William Gilmore Simms.
b. ​John C. Calhoun.
c. ​James Russell Lowell.
d. ​Oliver Wendell Holmes.
e. ​William Faulkner.
A
48. One American writer who did not believe in human goodness and social progress was
a. ​James Russell Lowell.
b. ​Henry David Thoreau.
c. ​Henry Wadsworth Longfellow.
d. ​Edgar Allan Poe.
e. ​Walt Whitman.
D
49. Match each writer below with his work.
A.​Henry Wadsworth Longfellow ​1.​The Scarlet Letter
B. ​Edgar Allan Poe ​2.​Moby Dick
C. ​Nathaniel Hawthorne ​3. ​"Hiawatha"
D. ​Herman Melville

a.​A-3, D-2, C-1
b.​A-1, B-3, D-2
c.​A-1, C-3, D-2
d.​B-2, C-1, D-3
e.​A-3, B-1, D-2
A
50. Virtually all the distinguished historians of early-nineteenth-century America came from
a. ​the South.
b. ​the middle Atlantic states.
c. ​New England.
d. ​the Midwest.
e. ​the frontier.
C