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

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

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

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

A.   Unification; tell them apart

B.   Heroification; think straight about them

C.   Humanitarianism; think critically about them

D.   Disestablishmentarianism; accept their roles as government figureheads

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

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

C.   All of these

D.   Wilson re-segregated the federal government

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

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

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

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

A.   War

B.   Social class

C.   Sex

D.   Religion

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

B.   Indifference regarding the US's political processes

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

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

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

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

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

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

A.   Both of these

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

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

D.   Neither of these

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

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

C.   All of these

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

A.   a “genocidal maniac” whose achievements are exaggerated

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

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

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

A.   All of these

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

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

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

A.   Cognitive dissonance led Columbus’ crew to threaten mutiny

B.   Cognitive dissonance often leads individuals to justify their behavior

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

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

A.   He never knew he had discovered a New World

B.   None of these

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 chose to ignore his belief that enslaving human beings was immoral

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A.   All of these

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

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

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

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

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

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

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

A.   Both 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.   Neither of these

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

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

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

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

A.   been more technologically advanced than Native Americans

B.   carried infectious diseases

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

D.   learned Native American languages

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

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

C.   Most Natives were removed because of their violent tendencies

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

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

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

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

B.   All of these

C.   oversimplify Natives’ religious beliefs

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

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

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

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

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

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

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

C.   All of these

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

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

B.   criticizing these whites as traitors to their heritage

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

D.   omitting any mention of the attraction of native societies

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

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

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

D.   Tribes negotiated land deals shrewdly

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

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

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

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

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

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

C.   None of these

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

A.   All of these

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

C.   was a “structure of racial harmony”

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

A.   All of these

B.   a battle between the agrarian South and industrial North

C.   a dispute over tariffs

D.   about “states’ rights”

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

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

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

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

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

B.   eliminating protection for runaway slaves; gaining territory

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

D.   gaining territory; eliminating protection for runaway slaves

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

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

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

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

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.   Reconstruction never happened. It was "fake news"

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

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

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

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

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

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 was inconsistent regarding its states’-rights stance

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

A.   All of these

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

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

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

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

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

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

D.   All of these

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

B.   All of these

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

D.   To avoid provoking discussions regarding racism and slavery

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

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

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

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

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' spellings of the terms vary

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

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

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

A.   All of these

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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