(03.04 MC) Question refers to the excerpt below. “SEC. 8. And be it further enacted. That in all that territory ceded by France to the United States, under the name of Louisiana, which lies north of thirty-six degrees and thirty minutes north latitude, not included within the limits of the state, contemplated by this act, slavery and involuntary servitude, otherwise than in the punishment of crimes, whereof the parties shall have been duly convicted, shall be, and is hereby, forever prohibited: Provided always, That any person escaping into the same, from whom labour or service is lawfully claimed, in any state or territory of the United States, such fugitive may be lawfully reclaimed and conveyed to the person claiming his or her labour or service as aforesaid.”—From the Missouri Compromise, 1820 The Missouri Compromise would appeal to abolitionists because of its goal to (5 points)

(02.05 MC) Question refers to the excerpt below. “Art. 3. Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged. The utmost good faith shall always be observed towards the Indians; their lands and property shall never be taken from them without their consent; and, in their property, rights, and liberty, they shall never be invaded or disturbed, unless in just and lawful wars authorized by Congress; but laws founded in justice and humanity, shall from time to time be made for preventing wrongs being done to them, and for preserving peace and friendship with them.”—From the Northwest Ordinance, 1787 Despite sentiments obvious in this section of the Northwest Ordinance, policies related to treatment of American Indians during Washington’s administration can best be described as (5 points)

(03.03 MC) Question refers to the excerpt below. “In a free government the security for civil rights must be the same as that for religious rights. It consists in the one case in the multiplicity of interests, and in the other in the multiplicity of sects. The degree of security in both cases will depend on the number of interests and sects; and this may be presumed to depend on the extent of country and number of people comprehended under the same government. This view of the subject must particularly recommend a proper federal system to all the sincere and considerate friends of republican government, since it shows that in exact proportion as the territory of the Union may be formed into more circumscribed Confederacies, or States oppressive combinations of a majority will be facilitated: the best security, under the republican forms, for the rights of every class of citizens, will be diminished: and consequently the stability and independence of some member of the government, the only other security, must be proportionately increased. Justice is the end of government. It is the end of civil society. It ever has been and ever will be pursued until it be obtained, or until liberty be lost in the pursuit.”—James Madison, from The Federalist No. 51, 1788 Emphasis in the excerpt from The Federalist No. 51 on the importance of a federal system that could protect civil rights was underscored most clearly in the early 1800s by the (5 points)

(04.05 MC) Question refers to the image below. Library of Congress [LC-DIG-ds-00886] How does this 1835 image titled “Jim Crow” relate to the Civil War era? (5 points)

(03.03 LC) Where was nativist sentiment strongest, with the greatest potential for violence, in the early to mid 1800s? (5 points)

(01.08 MC) Question refers to the excerpt below. “Now it pleased God to send Mr. Whitefield into this land: … And I soon heard he was come to New York and the Jerseys and great multitudes flocking after him under great concern for their Souls and many converted which brought on my concern more and more hoping soon to see him … We went down in the stream; I heard no man speak a word all the way three miles but every one pressing forward in great haste and when we got to the old meeting house there was a great multitude; it was said to be 3 or 4000 of people assembled together … And my hearing him preach gave me a heart wound; by God’s blessing my old foundation was broken up, and I saw that my righteousness would not save me; then I was convinced of the doctrine of Election and went right to quarreling with God about it, because all that I could do would not save me; and he had decreed from Eternity who should be saved and who not.”—Nathaniel Cole, from The Great Awakening Comes to Connecticut, 1740 The style of preaching and worship described in the passage was a response to (5 points)

(02.02 MC) Question refers to the excerpt below. “There are several circumstances in the situation, employments, and duties of women, in America, which require a peculiar mode of education. The early marriages of our women, by contracting the time allowed for education, renders it necessary to contract its plan, and to confine it chiefly to the more useful branches of literature. The state of property, in America, renders it necessary for the greatest part of our citizens to employ themselves, in different occupations, for the advancement of their fortunes. This cannot be done without the assistance of the female members of the community. They must be the stewards, and guardians of their husbands’ property. That education, therefore, will be most proper for our women which teaches them to discharge the duties of those offices with the most success and reputation. [A] principal share of the instruction of children naturally devolves upon the women. It becomes us therefore to prepare them by a suitable education, for the discharge of this most important duty of mothers. The equal share that every citizen has in the liberty, and the possible share he may have in the government, of our country, make it necessary that our ladies should be qualified to a certain degree by a peculiar and suitable education, to concur in instructing their sons in the principles of liberty and government.”—Benjamin Rush, from “Thoughts upon Female Education,” 1787 The ideas put forth in the excerpt best exemplify the intellectual influence of which of the following? (5 points)

(01.02 MC) Question refers to the excerpt below. “All this is related by Americo, who adds that they returned to Spain and arrived at Cadiz with 222 Indian captives, where they were, according to him, very joyfully received, and where they sold all the slaves. Who will now ask whence they stole and carried off the 200 natives? This, as other things, is passed over in silence by Americo. It should be noted here by readers who know something of what belongs to right and natural justice, that although these natives are without faith, yet those with whom Americo went had neither just cause nor right to make war on the natives of those islands and to carry them off as slaves, without having received any injury from them, nor the slightest offence … What report, or what love would be spread about and sown among the natives, touching those Christians, when they left them wounded and desolate?” —From The Letters of Amerigo Vespucci and Other Documents Illustrative of His CareerTranslated by Clements R. Markham In what way does the Vespucci excerpt predict the development of the encomienda system in New Spain? (5 points)

(04.03MC) Question refers to the excerpt below. “Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in me vested as Commander-in-Chief, of the Army and Navy of the United States in time of actual armed rebellion against the authority and government of the United States, and as a fit and necessary war measure for suppressing said rebellion, do, on this first day of January, in the year of our Lord one thousand eight hundred and sixty-three, and in accordance with my purpose so to do publicly proclaimed for the full period of one hundred days, from the day first above mentioned, order and designate as the States and parts of States wherein the people thereof respectively, are this day in rebellion against the United States … And by virtue of the power, and for the purpose aforesaid, I do order and declare that all persons held as slaves within said designated States, and parts of States, are, and henceforward shall be free; and that the Executive government of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said persons.”—From the Emancipation Proclamation, 1863 Why did this document have little impact on slaves when it was issued? (5 points)

(02.02 MC) Question refers to the excerpt below. “There are several circumstances in the situation, employments, and duties of women, in America, which require a peculiar mode of education. The early marriages of our women, by contracting the time allowed for education, renders it necessary to contract its plan, and to confine it chiefly to the more useful branches of literature. The state of property, in America, renders it necessary for the greatest part of our citizens to employ themselves, in different occupations, for the advancement of their fortunes. This cannot be done without the assistance of the female members of the community. They must be the stewards, and guardians of their husbands’ property. That education, therefore, will be most proper for our women which teaches them to discharge the duties of those offices with the most success and reputation. [A] principal share of the instruction of children naturally devolves upon the women. It becomes us therefore to prepare them by a suitable education, for the discharge of this most important duty of mothers. The equal share that every citizen has in the liberty, and the possible share he may have in the government, of our country, make it necessary that our ladies should be qualified to a certain degree by a peculiar and suitable education, to concur in instructing their sons in the principles of liberty and government.”—Benjamin Rush, from “Thoughts upon Female Education,” 1787 The ideas put forth in the excerpt best exemplify which of the following concepts? (5 points)