A.   a graduate of Radcliffe; dispel the myth that she was functionally illiterate

B.   blind and deaf; discourage students who might mock her disabilities

C.   blind and deaf; allow students to focus on her promotion of social justice

D.   a radical socialist; avoid discussing issues of socioeconomic class

A.   Heroification; think straight about them

B.   Disestablishmentarianism; accept their roles as government figureheads

C.   Unification; tell them apart

D.   Humanitarianism; think critically about them

A.   All of these

B.   Wilson used the US military to intervene in the Russian Revolution

C.   Wilson re-segregated the federal government

D.   Wilson praised Birth of a Nation, a film that spurred the resurgence of the Ku Klux

A.   Texts emphasize that Wilson, unpopularly, intervened in the Russian Revolution

B.   Texts showcase Helen Keller’s socialist beliefs to imply she cared about impoverished Americans

C.   Texts imply that Wilson acted to “restore stability” in Haiti despite Wilson’s colonialist actions

D.   Texts suggest that, by embracing US history’s complexity, students can be their own “heroes”

A.   Sex

B.   Religion

C.   Social class

D.   War

A.   A love of country within the seeing-impaired community

B.   Indifference regarding the US's political processes

C.   Disdain for one’s country despite its history of generosity

D.   Praising one’s country while ignoring its historical blemishes

A.   …there is a connection between racist presidential leadership and likeminded public response

B.   …sometimes presidents lose popularity after a few decades of historical perspective

C.   …we can never trust a man named ‘Woodrow’

D.   …we must intervene in international conflicts only when we are fighting for democracy

A.   Both of these

B.   High school history textbooks overlook or completely omit pre-Columbian explorers

C.   Neither of these

D.   High school history textbooks identify “modern technology as a European development”

A.   We are likely to think of Europeans as richer and more powerful than others because they’re “smarter”

B.   We tend to assume it’s somehow “natural” for one group to dominate others

C.   We might conclude that Europeans’ primary goal was not the pursuit of wealth

D.   All of these

A.   both a “heroic navigator” and a “great plunderer”

B.   a “courageous explorer” who made mistakes but proved the Earth was round

C.   a “genocidal maniac” whose achievements are exaggerated

D.   an “ordinary seafarer who rose from, and died in, obscurity”

A.   deflect conversations about the Turks, whose closure of trade routes motivated Europeans to find new ones

B.   help students understand that Europeans’ high intelligence naturally led to domination of other groups

C.   avoid discussing Western advantages in military technology as a motivation for exploration and conquest

D.   All of these

A.   Cognitive dissonance led Columbus, who initially thought highly of natives, to call them “stupid”

B.   Cognitive dissonance often leads individuals to justify their behavior

C.   Cognitive dissonance describes inconsistencies between one’s belief systems and actions

D.   Cognitive dissonance led Columbus’ crew to threaten mutiny

A.   None of these

B.   He never knew he had discovered a New World

C.   He was born to poor parents and, though he accomplished much, he died in poverty and obscurity

D.   Unlike his predecessors, he believed the Earth must be round

A.   He turned over his plantation to his sons and lived among the Arawaks for the rest of his life

B.   He ordered that, upon his death, all of his slaves should be set free

C.   He chose to ignore his belief that enslaving human beings was immoral

D.   Instead of justifying his slaveholding, he freed his slaves and became an anti-slavery activist

A.   Authors suggest Spanish “settlers” carried diseases even though the British were more disease-ridden

B.   Authors emphasize British “settlement,” even though the Spanish “settled” first

C.   Authors suggest British “settlers” carried diseases even though the Spanish were more disease-ridden

D.   Authors emphasize Spanish “settlement,” even though the British “settled” first

A.   Texts tell students that estimations are pointless, since historical data is extremely limited

B.   Most textbooks estimate 10-20 million, when researchers generally agree on 1-2 million

C.   Most textbooks estimate 1-2 million, when researchers generally agree on 10-20 million

D.   Most textbooks fail to count women as part of the North American Indian population

A.   Textbook authors side with late-19th-century estimates, as the research was more meticulous back then

B.   Textbook authors have conducted independent research, which has yielded new, different estimates

C.   Textbook authors attempt to reinforce the “primitive tribe” and “virgin continent” archetypes

D.   Textbook authors typically wish to encourage classroom discussions about estimates’ disparity

A.   Students fail to note that the Pilgrims arrived at Plymouth Rock in 1619, not 1620, as commonly believed

B.   Most students don’t understand that what we now know as the United States remains mostly unsettled

C.   Students generally disregard the fact that Native Americans had “settled” here thousands of years ago

D.   Most students tend to give credit the Spanish instead of to the English, who settled first

A.   High school U.S. history courses risk alienating students of color

B.   Authors of high school U.S. history textbooks could be accused of adopting a pro-African American stance

C.   By advancing this fact, high school U.S. history textbooks might cause interracial riots among students

D.   All of these

A.   a lack of historical records indicates this may not have actually happened

B.   such a portrayal would likely ruin the image of these “supernaturals,” our patriarchs

C.   the Pilgrims later paid reparations to the tribes whose valuables they had “borrowed”

D.   since Native Americans didn’t believe in the concept of private property, the act didn’t constitute “theft”

A.   Neither of these

B.   The Virginians engaged in cannibalism, which makes them difficult to idolize

C.   Most textbook authors are WASPs who write from a White Anglo Saxon Protestant perspective

D.   Both of these

A.   The hijacking hypothesis is a crackpot theory invented by John Brown

B.   Authors are concerned that students might try to emulate the Pilgrims by hijacking ships themselves

C.   The hijacking hypothesis is less plausible than other possible explanations

D.   The “storms and pilot error” explanations are relatively uncontroversial

A.   been as intelligent, on average, than Native Americans

B.   carried infectious diseases

C.   been more technologically advanced than Native Americans

D.   learned Native American languages

A.   Natives typically either were killed off by disease or voluntarily moved

B.   Most Natives were removed because of their violent tendencies

C.   Even those Natives who did acculturate were targets for dispossession

D.   Natives were usually allowed to remain on lands they owned so they could teach whites to plant crops

A.   ignore new evidence suggesting the Bering Strait never froze and thus was impossible to traverse on foot

B.   wish to avoid discussions regarding climate change

C.   pay heed to archaeological evidence that indigenous tribes lacked boat-making and sea-faring abilities

D.   hope to reinforce the idea that natives descended from very primitive groups

A.   All of these

B.   conflate “refined and enlightened” and “having a complex division of labor” as definitions of 'civilized'

C.   feature pictures that suggest native Americans were typically aggressors against white settlers

D.   oversimplify Natives’ religious beliefs

A.   omit information about the Louisiana Purchase of 1803, a deal that netted native tribes millions

B.   neglect to inform readers that diseases such as smallpox had hindered Indians’ reasoning abilities

C.   take a Eurocentric approach, in that they imply Native Americans couldn’t intelligently bargain

D.   fail to mention the Dutch bought Manhattan from the English, who had themselves overpaid for the land

A.   All of these

B.   To imply that whites didn’t exactly “dispossess” Natives, as tribes preferred roaming to farming

C.   Students are meant to think of tribes as “wild” before Europeans helped “civilize” them

D.   So that students infer Native Americans fit the “primitive” archetype

A.   pointing out that many Native Americans also abandoned their tribes to live among whites

B.   criticizing these whites as traitors to their heritage

C.   having students speculate about why so many whites found native life appealing

D.   omitting any mention of the attraction of native societies

A.   Tribes negotiated land deals shrewdly

B.   Native American tribes sometimes sold territory belonging to rival tribes

C.   Natives’ “premodern understanding of land ownership” led them to undervalue their territory

D.   Tribes typically preferred selling to neighboring natives rather than whites

A.   “We tried to Europeanize them; they wouldn’t or couldn’t do it, so we dispossessed them”

B.   “We seized territory only after tribes were decimated by disease or migrated voluntarily”

C.   “We offered restitution by giving contemporary tribes [casino] gaming rights”

D.   “We took only the land that Native Americans sold to us, legitimately”

A.   based on whether or not the presidents themselves owned slaves

B.   because Jefferson had vowed to protect Haitians, while Adams was indifferent

C.   None of these

D.   in that Jefferson provided the French with money while Adams offered ammunition and other supplies

A.   was a burden for slave owners at least as much as for their slaves

B.   was a “structure of racial harmony”

C.   provided a more desirable situation for blacks than they knew post-emancipation

D.   All of these

A.   about “states’ rights”

B.   a battle between the agrarian South and industrial North

C.   All of these

D.   a dispute over tariffs

A.   Textbooks emphasize the need for the South to apologize to families whose ancestors were slaves

B.   Textbooks downplay slavery’s role in the war, thus making the Confederacy seem victimized

C.   Textbooks discount the role the North played in reinforcing white supremacy

D.   Textbooks stress that the Confederacy expressed remorse over seceding from the union

A.   gaining territory; eliminating protection for runaway slaves

B.   eliminating protection for runaway slaves; gaining territory

C.   eliminating Native American threats; protecting the U.S. from foreign powers, specifically the French

D.   protecting the U.S. from foreign powers, specifically the French; eliminating Native American threats

A.   imply that slavery played a minimal role in determining U.S. policy

B.   imply that slaveholding presidents feared the French because France had outlawed slavery

C.   imply that, before the Civil War, the U.S. considered Indians a greater threat than slave revolts

D.   imply that the U.S. was continually preoccupied with acquiring more and more land

A.   newly free African Americans proved themselves far more corrupt than their white counterparts

B.   African Americans systematically destroyed plantations because these properties symbolized slavery

C.   newly free African Americans strengthened existing laws as members of Southern states’ legislatures

D.   Reconstruction never happened. It was "fake news"

A.   “…newly free blacks felt justified in destroying Southern whites’ property”

B.   “…it is only right that whites be always in control”

C.   “…Margaret Mitchell was wrong to heroify Reconstruction-era blacks in Gone With the Wind”

D.   “…former slaves’ literacy rates were higher than those of whites”

A.   South Carolina showed it opposed states’ rights by denying northern states their right to disobey the act

B.   The act required free (non-slavery) states to return runaway slaves to Southern slaveholders

C.   South Carolina supported northern states’ rights by criticizing the act as “anti-states’ rights”

D.   South Carolina was inconsistent regarding its states’-rights stance

A.   comparisons/contrasts of their speaking styles and fashion choices

B.   All of these

C.   comparisons/contrasts of Douglas’ pro-slavery and Lincoln’s anti-slavery beliefs

D.   comparisons/contrasts of Douglas’ and Lincoln’s campaign promises

A.   All of these

B.   suggest Brown led the Harpers Ferry raid when he was, in fact, a follower

C.   describe him as insane when most first-hand accounts suggest otherwise

D.   claim that Brown was captured, when he, in fact, never was

A.   To advance the notion that a sane white man couldn’t be willing to sacrifice his life to help another race

B.   To avoid provoking discussions regarding racism and slavery

C.   Because most simply pass on these inaccuracies, which were originally fabricated by whites during the nadir of American race relations

D.   All of these

A.   White Southerners founded the Confederacy on the principle of white supremacy and to preserve slavery

B.   Lincoln’s Gettysburg Address and Second Inaugural contain no references to the issue of slavery

C.   Until the nadir of American race relations (1890 – 1940), John Brown was viewed as completely sane

D.   Lincoln’s rejection of the 1860 Crittenden Compromise demonstrates his unwillingness to accept slavery

A.   misquoting Abraham Lincoln to make him appear to be a John Brown sympathizer

B.   suggesting Lincoln was vying for support among abolitionists

C.   framing it as evidence that Lincoln was unconcerned about abolishing slavery

D.   emphasizing Lincoln’s intention to raise support in New York for the Union cause

A.   Texts neglect to mention that the terms first surfaced within African American communities

B.   Texts widely use these terms without explaining how and when they were coined

C.   Texts fail to explain that abolitionists had coined the terms before white Southerners adopted them

D.   Texts' spellings of the terms vary

A.   All of these

B.   The term emerged during the nadir of American race relations as a way to discredit Northern Republicans

C.   Most Northern Republicans had proven themselves to be scandalous opportunists

D.   Most white Southerners during Reconstruction felt that Northerners were opportunistic scoundrels

A.   Fugitive Slave Act; required that northern states return runaway slaves to their “rightful owners.”

B.   Emancipation Proclamation; made slavery illegal in the United States

C.   Fourteenth Amendment; guaranteed equal protection under the law for all, white and black

D.   Crittenden Compromise; made slavery permanently legal, thus preventing Southern states’ secession

A.   Lincoln, who could have ended slavery in 1860 but chose not to, was indifferent about slavery

B.   Lincoln, by opposing the Fourteenth Amendment, was reluctant to mix his personal beliefs with politics

C.   Lincoln, by overturning the Fugitive Slave Act, demonstrated his support for Northern abolitionists

D.   Lincoln, based on his refusal to preserve the Union at any cost, was ideologically opposed to slavery

A.   “a religious fanatic”; generally agree that those who kill based on religious principles are insane

B.   “a savage ex-slave”; see him as treacherous and completely uncivilized

C.   “an African American monster”; share a tendency to criticize blacks and heroify whites

D.   “deeply religious”; find it logical that a black man could have serious moral opposition to slavery