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Chapter 3: Creating New Social Orders: Colonial Societies, 1500–1700

8 problems · 0 figures

3-1 §3.1 source ↗

Which of the following was a goal of the Spanish in their destruction of Fort Caroline?
  1. a.
    establishing a foothold from which to battle the Timucua
  2. b.
    claiming a safe place to house the New World treasures that would be shipped back to Spain
  3. c.
    reducing the threat of French privateers
  4. d.
    locating a site for the establishment of Santa Fe

Answer

C. reducing the threat of French privateers

3-3 §3.1 source ↗

How did the Pueblo attempt to maintain their autonomy in the face of Spanish settlement?

Answer

As the Spanish tried to convert the Pueblo to Catholicism, the Native people tried to fold Christian traditions into their own practices. This was unacceptable to the Spanish, who insisted on complete conversion—especially of the young, whom they took away from their families and tribes. When adaptation failed, Native peoples attempted to maintain their autonomy through outright revolt, as with the Pueblo Revolt of 1680. This revolt was successful, and for almost twelve years the Pueblos’ lives returned to normalcy. Their autonomy was short-lived, however, as the Spanish took advantage of continued attacks by the Pueblos’ enemies to reestablish control of the region.

3-5 §3.2 source ↗

Which religious order joined the French settlement in Canada and tried to convert the natives to Christianity?
  1. a.
    Franciscans
  2. b.
    Calvinists
  3. c.
    Anglicans
  4. d.
    Jesuits

Answer

D. Jesuits

3-7 §3.3 source ↗

What was the most lucrative product of the Chesapeake colonies?
  1. a.
    corn
  2. b.
    tobacco
  3. c.
    gold and silver
  4. d.
    enslaved people

Answer

B. tobacco

3-9 §3.3 source ↗

The founders of the Plymouth colony were:
  1. a.
    Puritans
  2. b.
    Catholics
  3. c.
    Anglicans
  4. d.
    Jesuits

Answer

A. Puritans

3-11 §3.3 source ↗

How did the Chesapeake colonists solve their labor problems?

Answer

They encouraged colonization by offering headrights to anyone who could pay his own way to Virginia: fifty acres for each passage. They also used the system of indenture, in which people (usually men) who didn’t have enough money to pay their own passage could work for a set number of years and then gain their own land. Increasingly, they also turned to enslaved Africans as a cheap labor source.

3-13 §3.4 source ↗

Which of the following is not an item Europeans introduced to Native Americans?
  1. a.
    wampum
  2. b.
    glass beads
  3. c.
    copper kettles
  4. d.
    metal tools

Answer

A. wampum

3-15 §3.4 source ↗

Compare and contrast European and Native American views on property.

Answer

Native Americans didn’t have any concept of owning personal property and believed that land should be held in common, for use by a group. They used land as they needed, often moving from area to area to follow food sources at different times of year. Europeans saw land as something individuals could own, and they used fences and other markers to define their property.

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Problems and answers are adapted from U.S. History by P. Scott Corbett, Volker Janssen, John M. Lund, Todd Pfannestiel, Sylvie Waskiewicz and Paul Vickery, OpenStax, and are used under the CC BY-NC-SA 4.0 licence. Access for free at https://openstax.org/books/us-history/pages/1-introduction. Illustrations: Copyright Rice University, OpenStax, under CC BY-NC-SA 4.0 license. This adaptation is released under the same licence, is non-commercial, and is neither affiliated with nor endorsed by OpenStax or Rice University.