A) the Monroe Doctrine
B) the Ostend Manifesto
C) the Wilmot Proviso
D) the Webster-Ashburton Treaty
E) the Frémont Manifesto
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Multiple Choice
A) The slaves should be freed immediately.
B) Popular sovereignty needed to be used.
C) Ex-slaves should be sent to another part of the world.
D) A slave should be counted as three-fifths of a person.
E) The extension of slavery was a volatile issue.
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A) There were revolutions against monarchies.
B) Germany was united.
C) Italian kingdoms reunified.
D) Napoleon escaped, created an army, and attacked England.
E) The Chartist movement renounced democracy.
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Multiple Choice
A) Confederate forces fired upon and captured Fort Sumter.
B) U.S. naval vessels bombarded the city of Wilmington, North Carolina.
C) Confederate and Union cavalry clashed in disputed territory in Texas.
D) General William Sherman led Union soldiers on a devastating march through Georgia.
E) Confederate infantry attacked Gettysburg, Pennsylvania.
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A) it was much smaller in area than the United States at the time.
B) California became a major American trading partner within half a decade.
C) it was nearly as large as the United States with only two-thirds of the population.
D) its leaders founded new missions in California to ensure continued Catholic power.
E) Americans immediately began settling in California in large numbers.
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A) reducing the tariff
B) settling the slavery dispute
C) settling the dispute over ownership of Oregon
D) acquiring California
E) reestablishing the Independent Treasury system
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Multiple Choice
A) Thousands of Indian children were bought and sold as slaves.
B) Thousands of free blacks were paid minimal wages to work the worst jobs in the mining camps.
C) Voting rights were extended to all "white" men, including immigrants from Asia, but denied to Indians and free blacks.
D) Indian communities prospered by renting land and selling supplies to gold miners.
E) Wealthy Mexican landowners dominated the new state government.
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Multiple Choice
A) Race was a vague notion; for example, the "Anglo-Saxon race" was defined largely as the opposite of being black, Hispanic, Indian, or Catholic.
B) U.S. aggression against Mexico, a sovereign republic, led most Americans to reject the idea that Anglo-Saxon Protestants were an innately liberty-loving race.
C) The concept of manifest destiny held that all races and cultures are equal.
D) The concept of race did not yet exist in the nineteenth century.
E) The concept of race had largely been discredited as merely a social construct.
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A) Abraham Lincoln
B) Ralph Waldo Emerson
C) David Walker
D) David Wilmot
E) Henry David Thoreau
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A) creating a utopian community in Northern California.
B) his proslavery novels that heightened sectionalism.
C) breeding the "Tennessee Walker," a horse prominent in westward expansion.
D) seeking to establish himself as ruler of a slaveholding Nicaragua.
E) defying fellow whites in his native region and becoming a prominent abolitionist.
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A) White superiority was challenged by the accomplishments of Tejano residents.
B) Only people classified as whites gained full rights.
C) The Texas Constitution adopted the Mexican practice of considering people of all backgrounds equal before the law.
D) Free blacks were offered free land in hopes of boosting the American-born population.
E) An underclass of destitute whites came to be viewed as a separate racial category.
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Multiple Choice
A) the transfer of Montana to the United States
B) payment of $15 million to the Mexican citizenry in the United States
C) Mexicans to still govern themselves in Texas and New Mexico
D) U.S. control of all of the Oregon Country
E) protection of large Mexican landowners in California
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Multiple Choice
A) the problematic nature of the Dred Scott decision.
B) that abolitionists were definitely declining in influence.
C) the unpopularity of the Fugitive Slave Act in parts of the North.
D) the popularity of the Whig Party in the South.
E) that the gag rule had serious consequences well into the 1850s.
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Multiple Choice
A) freedom from the existence of slavery in the new territories and government-provided free homesteads for white settlers in these territories
B) freedom from actual slavery for blacks living in the South and freedom from "wage slavery" for whites living in the North
C) freedom from the gag rule and from the Fugitive Slave Act
D) freedom from government intervention in the economy, both in the form of tariffs and through attempts to limit slavery
E) freedom for all southerners to own slaves and freedom for all northerners to hire low-paid immigrant labor
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A) It encouraged rapid urbanization, so that by 1850 the majority of Americans in the North lived in cities.
B) It made Chicago America's financial and commercial center during the nineteenth century.
C) It created an economic bubble that led to a depression beginning in 1843.
D) It created economic connections between the Northwest and the Northeast.
E) It significantly increased the costs paid by farmers to transport their goods to market.
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