Deck 11: The Contested West

Question 1

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
"the Great American Desert"

Answer 1

Answer not provided.

Question 2

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Zebulon Pike

Answer 2

Answer not provided.

Question 3

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
"black laws"

Answer 3

Answer not provided.

Question 4

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Henry Clay Bruce

Question 5

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
John
C. Frémont

Question 6

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Deere's steel plow

Question 7

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
George Catlin

Question 8

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the South Pass

Question 9

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
mountain men

Question 10

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Pacific Railway Survey

Question 11

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Frederick Jackson Turner

Question 12

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Davy Crockett

Question 13

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
A True Picture of Emigration

Question 14

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Samuel Seymour and Titian Ramsey Peale

Question 15

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the "rendezvous"

Question 16

Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.Explain the historical significance of each item. Establish the historical context in which the
_? item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,and/or cultural consequences of this item?

Question 17

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Black Hawk War

Question 18

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Santa Fe Trail

Question 19

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the McCormick reaper

Question 20

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Daniel Boone

Question 21

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Texas Rangers

Question 22

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
The empresario system

Question 23

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Homestead Act of 1862

Question 24

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Office of Indian Affairs

Question 25

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Elizabeth and Henry Spalding

Question 26

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
General Santa Anna

Question 27

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Mexican Colonization Law of 1824

Question 28

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the General Survey Act of 1824

Question 29

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Texas

Question 30

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Moses Austin and Stephen Austin

Question 31

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Sam Houston

Question 32

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Oregon Trail

Question 33

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Tejanos

Question 34

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Comanche Empire

Question 35

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Narcissa and Marcus Whitman

Question 36

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
The Texas annexation issue

Question 37

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Lone Star Republic

Question 38

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
New Mexico

Question 39

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
Southwestern slavery

Question 40

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Fredonia revolt

Question 41

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Mountain Meadows Massacre

Question 42

Once people made the decision to move west, the decision of where to move was often influenced by which of the following factors?

A) The availability of employment for all family members
B) The availability of quality public education
C) The presence of the amenities associated with urban areas in the Northeast
D) The similarity of climate between their new residence and their old residence

Question 43

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the California Gold Rush

Question 44

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
mining settlements

Question 45

Which of the following was the moral message in much of George Catlin's work?

A) Destruction of the natural environment is against God's will.
B) Indians are better off if they are removed from the corrupting influence of white Americans.
C) American westward expansion is right and moral and part of God's plan.
D) The superior American culture must inevitably replace all other cultures.

Question 46

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
"An Act for the Government and Protection of Indians"

Question 47

Which of the following is true of "black laws" passed by many Midwestern states in the 1850s?

A) These laws prohibited gambling of any kind and imposed strict penalties against bookmakers.
B) These laws prohibited African Americans from living within the border of such states.
C) These laws prevented the return of runaway slaves to their southern owners.
D) These laws provided financial incentives to free black laborers willing to become permanent residents.

Question 48

Which of the following is true of the Black Hawk War?

A) It marked the end of militant Indian resistance uprisings in the Old Northwest.
B) It raised the possibility that Great Britain would honor its defensive treaty with the Sauks by actively intervening on their behalf.
C) It represented the first time that Native Americans successfully resisted removal from their ancestral lands.
D) It represents one of the worst defeats ever experienced by the U.S. Army.

Question 49

Many European-Americans viewed Daniel Boone as

A) a symbol of altruism and personal sacrifice.
B) an uneducated and humble man who wanted the West to remain untouched by civilization.
C) a rugged individualist who opened the West for freedom-loving people.
D) an example of the selfishness and greed found in many frontiersmen.

Question 50

Beginning in 1820, why did western migrants find the Midwest more attractive than the Southwest?

A) The United States government would finance a move to the Midwest but not to the Southwest.
B) The transportation routes of the Midwest were better developed than those of the Southwest.
C) The growing season was much longer in the Midwest.
D) They could obtain free land.

Question 51

Which of the following is true of the Miami Indians?

A) They were able to prevent the removal of their people to reservations because of their successful assimilation into American culture.
B) Many members of the Miami nation eluded the federal troops sent to forcibly remove them to Indian Country.
C) The Miami Indians were subjected to a brutal massacre at the hands of the United States Army.
D) The Miami nation was wiped out due to a smallpox epidemic.

Question 52

Even though the West was often depicted in popular literature of the early nineteenth century as a violent place, in the minds of many Americans it also symbolized the nation's core value. That value was

A) materialism.
B) idealism.
C) communalism.
D) freedom.

Question 53

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the Fort Laramie Treaty

Question 54

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the California agricultural boom

Question 55

Which of the following was true of the Northwest Territory between 1790 and 1860?

A) Migration into the region was slow largely due to the questionable status of slavery in the area.
B) The population of the region grew at a phenomenal rate.
C) The region's climate caused a significantly higher death rate than in the Northeastern states.
D) Although the population grew due to natural increase, more people actually left the region than moved into the region.

Question 56

In the minds of most Americans of European descent in the early nineteenth century, the West

A) was an uninhabitable wilderness.
B) represented a place where they could own land and achieve economic independence.
C) consisted of a hodge-podge of cultures that could never be assimilated into the nation.
D) was a peaceful and idyllic area.

Question 57

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
The state of "Deseret"

Question 58

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
women in mining settlements

Question 59

Which of the following was a characteristic of the "frontier"?

A) It was a region in which anarchy reigned.
B) It was a boundary beyond which there was no human habitation.
C) It was the line between civilized society and a completely untamed and savage wilderness.
D) It was a meeting place of different cultures.

Question 60

Instructions:
_∙ Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when.
Explain the historical significance of each item. Establish the historical context in which the
_∙ item exists. Establish the item as the result of or as the cause of other factors existing in the society under study. Answer this question: What were the political, social, economic,
and/or cultural consequences of this item?
the idea of manifest destiny

Question 61

Manifest Destiny was the belief that

A) the territorial expansion of the United States was inevitable, divinely ordained, and just.
B) the United States should fulfill its mission as expressed in the Declaration of Independence.
C) the United States should pledge its support to oppressed people everywhere.
D) war with Canada and Mexico was necessary and desirable.

Question 62

Under the presidency of Mirabeau Lamar, the Texas Rangers

A) were stationed along the border between Lone Star Republic and the United States to prevent any further influx of American migrants.
B) acted as a border patrol to enforce the law against entry of free blacks from the United States into the Lone Star Republic.
C) used terror tactics to drive Indians from Texas.
D) acted to protect the rights of Tejanos.

Question 63

By the General Survey Act of 1824, Congress gave the military to power to

A) survey and divide the Louisiana Purchase territory north of the Missouri Compromise Line into square townships.
B) reroute the Colorado River.
C) chart transportation improvements that needed to be made for military or commercial purposes.
D) report on the feasibility of establishing irrigation projects in arid areas west of the Rocky Mountains.

Question 64

Army explorer Stephen Long described the region of present-day Oklahoma, Kansas, and Nebraska as

A) the Great American Desert.
B) God's Country.
C) the Dust Bowl.
D) the Bread Basket of America.

Question 65

An empresario was

A) an immigration agent who chose families suitable for settlement in Texas and who, in return, received land for every one hundred families he settled.
B) a middleman who negotiated land contracts with the Mexican government on behalf of the United States.
C) a United States resident who owned large tracts of land in Mexico.
D) the owner of a large plantation in Texas.

Question 66

Which of the following is true of Anglo-Americans who emigrated to Texas during the 1820s?

A) They were usually wealthy speculators who wanted to buy cheap land and sell it for a substantial profit.
B) They were not allowed by the Mexican authorities to bring slaves into Texas.
C) They generally settled in their own communities separate from Tejanos.
D) They were always outnumbered by Tejanos.

Question 67

Which of the following was the most significant contribution made by the U.S. Army Corps of Topographical Engineers during the first half of the nineteenth century?

A) The building of levees to protect the city of New Orleans
B) Its survey of the Oregon Trail
C) The surveying of possible routes for a transcontinental railroad
D) The expeditions it sponsored to explore the West

Question 68

Which of the following is true of the "rendezvous"?

A) It was an annual, multi-day gathering of American, Indian, Mexican, and mixed-race fur trappers from throughout the West.
B) It was gathering in which all of the ethnic groups that lived in New Orleans competed for a story-telling prize.
C) It was the geographic point after which wagon trains had to depend on Native American guides to lead them safely to their destination.
D) After barn raisings in Midwestern farm communities, the participants would celebrate with storytelling, dancing, and drinking.

Question 69

Because of its railroads, stockyards, and grain elevators, which of the following cities dominated the economy of the Midwest by the middle of the nineteenth century?

A) Chicago
B) Milwaukee
C) Minneapolis
D) St. Louis

Question 70

Which of the following caused a significant increase in the demand for western timber?

A) The housing boom in the Old Northwest
B) The decision by Congress to double the number of ships in the United States Navy
C) The California Gold Rush
D) The expansion of the South's slave society into the Old Southwest

Question 71

Which of the following is true of fur trappers in the Appalachian West?

A) They had little interaction with Indians in the region.
B) They often put inferior pelts on the market, which severely hurt their chances of selling in the international marketplace.
C) They often married Indian women.
D) They suffered severe economic setbacks in the 1820s.

Question 72

The policies of the General Land Office usually favored

A) individual farmers.
B) corporations.
C) Northeastern banks.
D) speculators.

Question 73

The General Land Office, established in 1812,

A) established a credit system for the purchase of western lands that favored small-time farmers.
B) handled the distribution of federal lands in the West.
C) had the power to set the price-per-acre of western lands.
D) was charged with the responsibility of preventing speculators from buying large tracts of federal western lands.

Question 74

Most people traveling overland to California and Oregon followed which of the following routes?

A) The Northwest Passage
B) The Oregon Trail.
C) The Santa Fe Trail
D) The South Pass

Question 75

As the result of a Mexican law passed in 1833, California missions were used primarily

A) to organize Indian labor.
B) as a refuge for Native Americans fighting against removal to Indian Country by federal authorities.
C) to care for European American migrants who needed shelter until they could build their own homes.
D) to provide a safe haven to residents who had been the victims of anti-Catholic hate crimes.

Question 76

Which of the following was the dominant group in the population of Texas at the time of Mexican independence in 1821?

A) People of mixed race
B) Indians indigenous to the area
C) Immigrant Anglos
D) Hispanics

Question 77

After passage of the Colonization Law of 1824 by the Mexican government, the Mexican state of Coahuila y Texas stipulated that, to be eligible for land grants, foreigners

A) could only use gold to pay for their land and could not buy the land on credit.
B) could not marry Mexican women.
C) had to convert to the Catholic faith.
D) had to be Christians and establish permanent residency.

Question 78

This person was a second lieutenant in the U.S. Army Corp of Topographical engineers and published accounts of his explorations into the West?

A) John Jacob Astor
B) Stephen Austin
C) Davy Crockett
D) John C. Frémont

Question 79

The Office of Indian Affairs

A) oversaw the "civilizing" of Native Americans by establishing European-style villages and schools for Indian children.
B) cooperated with the military in the removal of Indians from western lands on which white Americans wanted to settle.
C) was established to help in the assimilation of Native Americans into American society.
D) had the duty and responsibility of protecting the cultures of Native American peoples.

Question 80

Which of the following is true of slavery as practiced by Native Americans in the Southwest?

A) Owning slaves did not give to their captors increased socioeconomic status.
B) Within a tribe, only those convicted of crimes could be enslaved.
C) It was far less violent than the chattel slavery found in the American South.
D) It involved capturing women and children from other communities and assimilating them into their captors' communities.