1. Which of the following BEST describes the reason why Parliament began taxing the American colonists in the late eighteenth century? a) They were collecting on debts the American colonists had acquired while fighting in the French and Indian War. b) They needed revenue to pay back the debts they had acquired during the French and Indian War. c) They felt that the colonists owed them financially for all the support England had given them. d) They realized that people in England were paying higher taxes than the American colonists. 2. Which of the following BEST describes a key difference between the Sugar Act and the Stamp Act? a) The Sugar Act imposed a tax on molasses and sugarcane, while the Stamp Act introduced a tax on games. b) The Sugar Act primarily affected those in trade, while the Stamp Act affected almost everyone in the colonies. c) The Sugar Act was a direct tax on the American colonists, while the Stamp Act was a law that affected those in the British West Indies. d) The Sugar Act was the first law of its kind, while the Stamp Act was the last of several similar laws imposed by Great Britain over many years. 3. Why did the American colonists believe they should not have to pay taxes to England? a) They thought Parliament was getting enough money from the taxes that English citizens paid. b) The British army had not properly defended the colonies during the French and Indian War. c) They had paid enough money to England over the years. d) The colonies had no representation in Parliament. 4. How did the American colonists react to the Tea Act of 1773? a) They assembled a congress to discuss how to handle the new law. b) They stole all of the tea off ships that entered American harbors. c) They destroyed tea that was shipped to the American colonies. d) They requested that tea no longer be shipped to the colonies. PAGE 1
5. How did the outcome of the French and Indian War change Britain s attitude toward their North American colonies? a) They won Canada from France, so they felt they needed to send more colonists to live there. b) They had more territory and subjects, so they felt they needed to govern and protect the area more closely. c) They lost a lot of their territory to France, so they felt they needed to tighten control on the colonies they had left. d) They gained many Native American subjects as a result of the war, so they felt they needed to set up a local government to manage them. 6. What idea of philosopher John Locke was MOST similar to how American colonists felt about Great Britain? a) People should have more power than their government. b) Kings should rule their people with a strong hand. c) Good rulers establish strong governments. d) Power belongs to the people, not a king. 7. Which four laws made up the Coercive Acts? a) the Massachusetts Government Act, the Quartering Act, the Intolerable Act, and the Tea Act b) the Intolerable Act, the Massachusetts Government Act, the Boston Port Act, and the Quartering Act c) the Administration of Justice Act, the Tea Act, the Boston Port Act, and the Massachusetts Government Act d) the Boston Port Act, the Massachusetts Government Act, the Administration of Justice Act, and the Quartering Act 8. Which of the following was a resolution of the First Continental Congress in 1774? a) The colonies would only trade with the West Indies. b) Colonists would only obey two of the Coercive Acts. c) Colonists would elect militia officers and learn the art of war. d) The colonies would train for war and prepare to launch an offensive against Britain. PAGE 2
9. Which of the following is NOT a reason that some American colonists remained loyal to the British Crown? a) They did not think the colonies would win a war against Britain. b) They wanted the freedom to return to Britain whenever they pleased. c) They feared they would lose their religious freedom under majority rule. d) They felt as though the opposition did not represent the majority of the colonists. 10. Which law was passed when the Stamp Act was repealed? a) the Tea Act b) the Quartering Act c) the Boston Port Act d) the Declaratory Act PAGE 3
ANSWER KEY 1. b 3. d 5. b 7. d 9. b 2. b 4. c 6. d 8. c 10. d COMMON CORE STATE STANDARDS CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9 10 text complexity band independently and CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11 CCR text complexity band independently and CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. PAGE 4
COMMON CORE STATE STANDARDS (CONTINUED) CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11 CCR text complexity band independently and PAGE 5