Deck 4: Becoming America

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 Huguenots

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?
James Oglethorpe

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?
Scotch-Irish, Scots, and Irish immigrants

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?
genteel culture

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?
German immigrants

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?
the Enlightenment

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?
Essay Concerning Human Understanding

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?
African immigrants

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?
urban poverty

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?
advanced education in eighteenth-century colonial America

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?
the colonial iron-making industry

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?
colonial Jews

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?
Boston's smallpox epidemic, 1720−1721

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?
le pays de Illinois

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?
Experiments and Observations on Electricity

Question 16

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?
metís

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?
coureurs de bois

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?
femes covert

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?
eighteenth-century colonial population growth in the British mainland colonies

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?
King George's War

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?
mestizos

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?
Louisbourg

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?
Ohio Country

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?
oral cultures

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?
John Peter Zenger

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?
the Stono Rebellion

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?
eighteenth-century colonial assemblies

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?
civic rituals

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?
the "outdoor affairs" of farm households

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?
rituals of consumption

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?
the First Great Awakening

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?
the New York conspiracy

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?
religious culture

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?
African American families

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?
Two Treatises of Government

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 "indoor affairs" of farm households

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?
colonial families

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?
genizaros

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?
tea and madeira

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?
rituals on the "middle ground"

Question 41

Most African slaves brought to the Americas in the eighteenth century were taken to

A) Brazil and the Caribbean.
B) the British colonies in North America.
C) Georgia and South Carolina.
D) the Spanish colonies in North America.

Question 42

Which of the following is true of the black population in the mainland colonies by the mid-eighteenth century?

A) It was characterized by an excess of males over females.
B) It stabilized, with births equaling deaths.
C) Blacks suffered a death rate five times that of the white population.
D) American-born slaves dominated the enslaved population due to natural increase.

Question 43

Which of the following is a characteristic of the German immigrants to the American colonies in the eighteenth century?

A) They seldom came in family groups.
B) Because they belonged to a variety of Protestant sects, they added to the religious diversity of the middle colonies such as Pennsylvania.
C) Most were Catholics fleeing persecution at the hands of Lutherans in the German states.
D) Most were exiled from their respective German states because of their radical political ideas.

Question 44

What impact did the end of King George's War have on New England?

A) The shipbuilding boom ended, bringing the economy to a stand still.
B) Boston shipbuilders entered a period of unprecedented prosperity.
C) Because the British retained Louisbourg, a sense of security returned to the city.
D) Reduction of taxes on the city's residents led to a general economic recovery.

Question 45

Why did the American colonies become less dependent on Europe for manufactured goods during the eighteenth century?

A) Parliament encouraged such independence by placing severe restrictions on the quantity and type of European goods that could be imported.
B) Many colonies encouraged the development of colonial industries by enacting protective tariffs.
C) The American colonies were able to get such items more cheaply from Asia and Africa.
D) The increased demand for goods that accompanied the growth of the colonial population encouraged the development of colonial manufacturing enterprises.

Question 46

The largest group of white non-English immigrants to the American colonies in the eighteenth century came from

A) Holland and Belgium.
B) the Germanies.
C) Ireland and Scotland.
D) Sweden and Norway.

Question 47

The standard of living rose for all property-owning Americans in the colonies in the eighteenth century for which of the following reasons?

A) Overseas demand for American exports never slowed during the course of the century.
B) The passage of tax reform legislation by Parliament gave the American colonists more spendable income.
C) Instead of buying expensive British imports, the colonists bought less expensive goods manufactured and crafted in the colonies.
D) The price of British imports fell relative to the income that Americans earned from their exports.

Question 48

Urban areas were increasingly characterized by

A) a large enslaved population.
B) social isolation relative to cities in Europe.
C) extremes of wealth and poverty.
D) greater opportunities for participation in government.

Question 49

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 Whitefield

Question 50

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 Lights" and "Old Lights"

Question 51

In 1718 France strengthened its presence near the Gulf of Mexico by establishing

A) Biloxi.
B) Mobile.
C) New Orleans.
D) Pensacola.

Question 52

Until 1719, French officials in the Louisiana territory resisted Indians' demands for

A) slaves.
B) horses.
C) rum.
D) wives.

Question 53

Most of the eighteenth-century population growth in the British colonies in North America was due to

A) continuing migrations from England.
B) natural increase resulting in part from the healthy colonial environment.
C) the influx of political refugees from wars in France and Germany.
D) medical advances that dramatically lowered infant mortality rates.

Question 54

Approximately what percentage of the American population was under age sixteen in 1775?

A) 10 percent
B) 30 percent
C) 50 percent
D) 70 percent

Question 55

In eighteenth-century America, poverty was most noticeable in the

A) southern colonies.
B) middle colonies.
C) cities.
D) rural areas.

Question 56

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?
Jonathan Edwards

Question 57

By 1775, the largest indigenous industry in the American colonies was the

A) furniture-making industry.
B) iron-making industry.
C) textile industry.
D) woolens industry.

Question 58

As the Spanish expanded across the continent, they had to adapt to Indian rules of diplomacy, most notably,

A) preparing a meal for Native American leaders.
B) agreeing to marry into the tribe.
C) accepting Indian women as representatives.
D) participating in a ritual bath.

Question 59

Why did many planters consider slave women more valuable than slave men?

A) Since slave women prepared the food for the planter's family, their labor was perceived as a necessity.
B) Since slave women cared for all the white children on the plantation, they were perceived as mother figures.
C) Since the children of slave women were also slaves, their offspring added to the planter's labor force and capital.
D) Since cotton was the crop tended by slave women, their labor accounted for most of a plantation's profit.

Question 60

In contrast to seventeenth-century immigrants, immigrants to the colonies in the eighteenth century

A) had fewer opportunities for advancement.
B) were seldom able to assimilate into Anglo-American culture.
C) almost always came by choice.
D) were primarily of English origin.

Question 61

In a work published in 1751, this American established the terminology and basic theory of electricity:

A) Benjamin Franklin
B) John Adams
C) Jonathan Edwards
D) William Bartram

Question 62

By the mid-eighteenth century, seating in New England churches was a reflection of

A) whether one was of the elect or of the damned.
B) one's marital status.
C) one's occupation.
D) one's standing in the community.

Question 63

Which of the following was James Oglethorpe's original purpose in founding Georgia?

A) The colony was intended as a haven for Baptists.
B) The colony was to provide the major port of entry for slaves imported from Africa and the West Indies.
C) The colony was to serve as the southernmost defensive buffer for the English colonies against Spanish Florida.
D) The colony was intended as a profit-making venture based on the establishment of the silk industry.

Question 64

What impact did King George's War have on the Chesapeake?

A) A sizable number of Chesapeake planters were rendered destitute when the British returned massive amounts of land in western Virginia to the Indians.
B) The munitions industry was centered in the Chesapeake.
C) French promises of freedom to slaves who migrated to French colonies caused slave insurrections in the Chesapeake.
D) Some Chesapeake planters converted tobacco fields to wheat to take advantage of increasing grain prices.

Question 65

When founded, which colony banned slavery?

A) Virginia
B) Georgia
C) North Carolina
D) South Carolina

Question 66

Which of the following was true of genizaros in the Spanish Borderlands?

A) They often served as middlemen in trade transactions between Spanish colonists and Native Americans.
B) By law they were given the same status as their fathers.
C) They were often appointed to positions of colonial leadership by the Spanish government.
D) They lost touch with Indian cultures.

Question 67

The mistress of an eighteenth-century farm household was responsible for

A) planting the fields.
B) all aspects of food production.
C) marketing crops.
D) butchering livestock.

Question 68

The ideas associated with the Enlightenment

A) challenged the notion of a divinely sanctioned political order.
B) reinforced the idea that monarchs owe their power to God.
C) challenged the concept of constitutional monarchy.
D) challenged the concept of natural rights.

Question 69

In his Two Treatises of Government Locke argued that

A) the monarch was placed on the throne by God and was, therefore, responsible only to God for his decisions and actions.
B) human beings were innately bad.
C) monarchs should be eliminated so that political power could rest directly in the hands of the people.
D) the people could oust a ruler from power if he failed to protect their rights.

Question 70

Which of the following was true of education in the eighteenth century?

A) Completion of high school was expected of boys but not of girls.
B) Regardless of one's social status, literacy was considered essential.
C) Higher education was available to all young men.
D) Some young men from elite families began to enroll in colleges to study for careers other than the ministry.

Question 71

Which of the following was the most important public ritual through which colonists forged their cultural identities?

A) Church attendance
B) Political barbecues
C) Militia musters
D) Barn raisings

Question 72

Which of the following became a key component of the trading rituals between Europeans and Indians?

A) Gold
B) Guns
C) Rum
D) Tobacco

Question 73

Which of the following had the highest average wealth per freeholder in Anglo-America by the time of the American Revolution?

A) Virginia
B) South Carolina
C) Pennsylvania
D) Massachusetts

Question 74

Which of the following is true concerning voting in the Chesapeake in the eighteenth century?

A) Each eligible voter was required to make a statement to an election official about the issues in the election before being allowed to cast a ballot.
B) Single women and widows were allowed to vote, but they had to own twice as much property as male voters.
C) Each eligible voter was called forward by an election official to publicly declare his choice from among the candidates.
D) All eligible voters in the Chesapeake colonies of Virginia and Maryland had to travel to the capital of their respective colonies to cast their written ballots.

Question 75

Why did the impact of King George's War on the middle colonies differ from the war's impact on the New England colonies?

A) Fertile soil allowed the middle colonies to lead the way in the foodstuffs trade during and after the war.
B) The shipbuilding industry put the middle colonies in a favorable economic position during and after the war.
C) The variety of ethnic groups in the middle colonies caused political, social, and economic instability during and after the war.
D) Because of heavy casualties during the war, the middle colonies experienced severe labor shortages and economic stagnation in the war's aftermath.

Question 76

John Locke argued that human beings

A) are basically bad.
B) are born with an innate sense of morality.
C) do not have the ability to govern themselves.
D) acquire all knowledge through observations.

Question 77

Which of the following is true of South Carolina rice growers after Parliament removed rice from the list of enumerated products?

A) The prices they received declined throughout the period.
B) They became less dependent on enslaved labor.
C) They suffered a decline in worldwide demand.
D) They could trade directly with continental Europe and prospered until the outbreak of King George's War.

Question 78

Strong family connections were important to blacks for which of the following reasons?

A) It was the basic work unit on most plantations.
B) The uncertainties of slave life increased the need for a large support group.
C) It was the one aspect of black culture respected by whites.
D) It was the focus of all religious teaching.

Question 79

Which of the following was a consequence of the Chesapeake's conversion to grain cultivation after 1745?

A) The region experienced a prolonged depression due to falling grain prices.
B) Port towns emerged in which merchants marketed wheat and corn.
C) Tobacco production plummeted, and corn became the region's largest export.
D) It took the lead among colonial regions in the production of foodstuffs for the European market.

Question 80

Overall, the British colony that experienced the most rapid economic growth during the last half of the eighteenth century was

A) Massachusetts.
B) Pennsylvania.
C) South Carolina.
D) Virginia.