Social Studies Final Exam

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Questions: 11 | Attempts: 94

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Social Studies Final Exam - Quiz

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Questions and Answers
  • 1. 

    What are the three main ideas stated in the Declaration of Independence?

    • A.

      Human rights, animal rights, slave code

    • B.

      The parliament, slave code, bill of rights

    • C.

      British wrongs, human rights, independece

    • D.

      British wrongs, the parliament, slave code

    Correct Answer
    C. British wrongs, human rights, independece
    Explanation
    The Declaration of Independence outlines the grievances or "wrongs" committed by the British government, emphasizes the importance of human rights, and declares the desire for independence from British rule.

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  • 2. 

    What was the reason for settelers and trappers moving towards Oregon in the 1820's?

    • A.

      Wide abundance of animals for hunting

    • B.

      Fertile land, plentiful rainfall, mild climate

    Correct Answer
    B. Fertile land, plentiful rainfall, mild climate
    Explanation
    Settlers and trappers moved towards Oregon in the 1820s because the region offered fertile land, plentiful rainfall, and a mild climate. These factors made Oregon an appealing destination for those seeking agricultural opportunities and comfortable living conditions. The fertile land would have provided ample opportunities for farming and cultivation, while the plentiful rainfall ensured adequate water supply for crops. The mild climate would have made it easier for settlers to establish and sustain their settlements in Oregon.

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  • 3. 

    What did the quote "no taxation without representation" refer to?

    • A.

      English parliament

    • B.

      The seneca falls convention of 1848

    • C.

      Women's rights

    • D.

      None of the above

    • E.

      All of the above

    Correct Answer
    A. English parliament
    Explanation
    The quote "no taxation without representation" refers to the English Parliament. This phrase was commonly used during the American Revolution to express the colonists' frustration with being taxed by the British government without having any say or representation in that government. It highlights the belief that it is unjust to impose taxes on a population without giving them a voice in the decision-making process.

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  • 4. 

    What was one example of a right that enslaved african americans in the united states before the civil war were given?

    • A.

      Right to marry

    • B.

      Right to vote

    • C.

      Right to have custody of children

    • D.

      None of the above

    Correct Answer
    D. None of the above
    Explanation
    Enslaved African Americans in the United States before the Civil War were not given any rights. They were considered property and did not have the right to marry, vote, or have custody of their children. They were denied basic human rights and treated as commodities rather than individuals with legal rights.

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  • 5. 

    Field slaves worked on plantations from sunrise to sunset.

    • A.

      True

    • B.

      False

    Correct Answer
    A. True
    Explanation
    Field slaves were enslaved individuals who were forced to work on plantations, usually in agricultural tasks such as planting, cultivating, and harvesting crops. They were subjected to long and grueling hours of labor, often from sunrise to sunset, in harsh conditions and with little rest or breaks. This answer accurately reflects the reality of the working conditions of field slaves during the time of slavery.

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  • 6. 

    It was mandatory for a slave to collect at least 5 pounds of cotton each day.

    • A.

      True

    • B.

      False

    Correct Answer
    B. False
    Explanation
    The statement is false because there is no historical evidence or documentation that suggests it was mandatory for a slave to collect a specific amount of cotton each day. The workload and expectations for slaves varied depending on the specific circumstances, such as the location, time period, and individual slave owner. Slaves were often subjected to harsh and grueling labor, but there was no universal requirement for them to gather a specific weight of cotton daily.

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  • 7. 

    Punishment for slaves who comitted a crime was whippings.

    • A.

      True

    • B.

      False

    Correct Answer
    A. True
    Explanation
    The given statement is true. In the context of slavery, it was common for slaves who committed a crime to be punished through whippings. Whippings were a form of physical punishment used to maintain control and discipline over slaves. This practice was prevalent during the time when slavery was legal and widely practiced.

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  • 8. 

    Field slaves were sometimes given a ____ minute break.

    Correct Answer
    15
    Explanation
    Field slaves were sometimes given a 15-minute break.

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  • 9. 

    The principles of ________ and checks and balances prevented any one branch of government from becoming too powerful.

    • A.

      Popular soveirenty

    • B.

      Seperation of powers

    Correct Answer
    B. Seperation of powers
    Explanation
    The principle of separation of powers refers to the division of government responsibilities into distinct branches, namely the legislative, executive, and judicial branches. This division ensures that no single branch has excessive power and that each branch acts as a check on the others. By preventing any one branch from becoming too powerful, this principle promotes a system of checks and balances, ensuring a more balanced and democratic governance structure.

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  • 10. 

    What helped to solve the dispute over representation in Congress between the large and small states?

    • A.

      The Seneca Falls Convention of 1848

    • B.

      The bill of rights

    • C.

      Judicial review

    • D.

      The development of a two-house legislature.

    Correct Answer
    D. The development of a two-house legislature.
    Explanation
    The development of a two-house legislature helped to solve the dispute over representation in Congress between the large and small states. This system, also known as bicameralism, created a compromise between the Virginia Plan and the New Jersey Plan during the Constitutional Convention of 1787. The Virginia Plan proposed a legislature based on population, favoring the large states, while the New Jersey Plan called for equal representation for all states. The compromise resulted in the creation of the House of Representatives, where representation is based on population, and the Senate, where each state has an equal number of representatives. This balanced approach satisfied both large and small states and helped to resolve the dispute.

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  • 11. 

    What was one agreement of the Great Compromise?

    • A.

      The Bill Of Rights would become part of the US constitution when it was added throught the amendment process.

    • B.

      Seats in the House of Representatives would be awarded according to population and senate would be same number for all.

    • C.

      Nothing

    • D.

      All wrong

    Correct Answer
    B. Seats in the House of Representatives would be awarded according to population and senate would be same number for all.
    Explanation
    The Great Compromise, also known as the Connecticut Compromise, was an agreement reached during the Constitutional Convention of 1787. It resolved the issue of representation in the legislative branch. The agreement stated that seats in the House of Representatives would be awarded based on the population of each state, ensuring proportional representation. On the other hand, the Senate would have the same number of seats for all states, providing equal representation. This compromise balanced the interests of both large and small states, ultimately leading to the adoption of the Constitution.

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