Test Bank For The Unfinished Nation A Concise History of the American People 9Th Edition By Alan Brinkley

Searching for a dependable resource to help you perfect your knowledge of American history? The Test Bank to support your The Unfinished Nation: A Concise History of the American People, 9th Edition by Alan Brinkley covers an extremely wide range of material of interest to students as well as teachers. Its material includes examination questions and answers for all chapters based on approaches taught in the book and written by Brinkley, infused with key ideas and concepts throughout the history of The Unfinished Nation. Let’s see how it can help you in papers as well as in building a better understanding of American history.

Key Features of the Test Bank

• Comprehensive Coverage: The Second World War contributed much to the restructuring of the American territorial conquest. This textbook yes covers each chapter including Colonial America and today’s Globalization. If you are concentrating on the American Revolution, a particular chapter focuses on providing relevant test questions about that particular chapter as told by the textbook.
• Aligned with Curriculum: The materials were revised and enhanced to suit the requirements. This test bank corresponds to the new curriculum, designed at different times and recently revised, which will be useful for students of all grades including AP US History.
• Variety of Formats: The book and the exam can also be provided and presented in different formats including PDF and DOC formats. This allows the book to be read many times and on different devices whether at home or anywhere.

The Test Bank as a Learning Tool

• Evaluating Self-Understanding: The structured questions allow students to check their understanding of each chapter. Critical questioning, for example, enables the student to better appreciate events such as Reconstruction or Industrialization.
• Practicing for Exams: Students who wish to do better in tests should prepare in advance and such opportunities are provided by the test bank through multiple choice, essay,, and other questions almost similar to the exams they expect. Working on such items would provide even the pupils with experience and preparation hence performing well in actual tests.
• Teaching Tool: For teachers, the test bank provides a chance to design exams or quizzes that cover topics discussed in class making it easy to evaluate students.

Why Use the Test Bank for The Unfinished Nation?

The Test Bank for The Unfinished Nation is designed so as to make the work of students undertaking American history easier. It is because they can get materials that cover all the chapters from colonial encounters, civil rights movements, and so on, that seek to further strengthen their recall and understanding.

Conclusion

The Test Bank for The Unfinished Nation: A Concise History of the American People, in essence, is highly recommended to any individual engaging in the survey of US history and all sub-contexts related to it. It handles integrated and well-structured questions on all designated instructions as to the curriculum to reinforce acquisition, undertake preparation for the examinations, and even in the teaching-learning process.

Test Bank For The Unfinished Nation A Concise History of the American People 9Th Edition By Alan Brinkley

The Unfinished Nation, 9e (Brinkley)

Chapter 2   Transplantations and Borderlands

1) Which of the following does NOT describe the site chosen for the Jamestown settlement?

A) It was low and marshy and subject to outbreaks of malaria.

B) It was established inland because that was believed to add comfort and stability.

C) It bordered the territories of powerful Indian tribes.

D) It was located on a peninsula.

E) It was inaccessible by ship.

Answer:  E

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

2) Early on, the Jamestown colonists focused primarily on

A) the long-term success of the settlement.

B) building a family-centered community.

C) developing peaceful relations with the Indians in the area.

D) the search for gold and other exports.

E) converting the local Indians to Christianity.

Answer:  D

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

3) Captain John Smith helped the Jamestown settlement survive by

A) waging all-out war with the local Indians.

B) dividing decision-making authority among the colonists to improve morale.

C) imposing work and order on the colonists.

D) introducing tobacco to the colonists.

E) importing African slaves to rebuild the fort.

Answer:  C

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

4) The “starving time” in Jamestown during the winter of 1609–1610 was partly the result of

A) a barricade set up by the Indians, which kept the colonists from hunting and cultivating food inland.

B) the extermination of the Indians who used to grow crops.

C) an influx of rats from settlers’ ships that ate much of the stored grains.

D) a drought that led to crop failures.

E) the sinking of the colonists’ supply ship in the Atlantic.

Answer:  A

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Understand

Accessibility:  Keyboard Navigation

5) The first profitable economic development in Jamestown resulted from

A) the discovery of gold and silver.

B) fur trade with the Indians.

C) the production of tobacco.

D) development of fisheries and lumber.

E) the cultivation of cotton.

Answer:  C

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

6) The cultivation of tobacco around Jamestown resulted in all the following EXCEPT

A) the importation of tobacco seeds from the West Indies.

B) the search for new sources of labor.

C) rising prosperity for the colony.

D) improved relations with the local Indians.

E) the expansion of European settlement into the interior.

Answer:  D

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Understand

Accessibility:  Keyboard Navigation

7) The Virginia Company developed the “headright system” to

A) attract new settlers to the colony.

B) discourage poor people from moving to the colony.

C) require families to migrate together.

D) raise revenue from the sale of land.

E) cause conflict among the neighboring Indian tribes.

Answer:  A

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

8) Which of the following statements best characterizes the first years of Jamestown’s existence?

A) A majority of its colonists enjoyed significant economic success.

B) The settlement was often assaulted by Spanish invaders.

C) The settlement was notable for its peaceful relations with local Indians.

D) The settlement was notable for its toleration of political freedom.

E) The settlement survived despite an enormous loss of life.

Answer:  E

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

9) When the House of Burgesses was created in Virginia in 1619,

A) it gave settlers full political control of their colony.

B) landowning women colonists were allowed to vote.

C) colonists were given a share of local political representation.

D) it put an end to a violent uprising by disgruntled colonists.

E) it recommended that Virginia declare independence from England.

Answer:  C

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation

10) The first blacks were imported to Virginia in 1619

A) may have been considered indentured servants by the colonists.

B) sparked an immediate rapid stream of African slaves to the British colonies.

C) were preferred to European indentured servants.

D) were subject to the Virginia Slave Codes.

E) arrived as independent landowners.

Answer:  A

Topic:  The Early Chesapeake

Learning Objective:  Contrast patterns of settlement and expansion in the Chesapeake with those in New England.

Bloom’s:  Remember

Accessibility:  Keyboard Navigation