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 ANS: F DIF: Moderate REF: Page 52
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: Settling New England (II.j.)

8. After being banished from Massachusetts because of his strict interpretation of the Puritan faith,
Roger Williams founded Rhode Island.

ANS: T DIF: Easy REF: Page 57

OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Rhode Island (II.n.)

9. The “Fundamental Constitutions of Carolina” established a formal nobility and provided for
religious toleration.

ANS: T DIF: Moderate REF: Page 61

OBJ: Explain how English colonies developed into the most influential of the age.
TOP: The Carolinas (IV.a.)

10. Peter Stuyvesant was the defiant governor of Rhode Island.

ANS: F DIF: Easy REF: Page 64

OBJ: Explain how English colonies developed into the most influential of the age.
TOP: New Netherland Becomes New York (V.a.)

11. New Netherland became one of the most ethnically diverse American colonies.

ANS: T DIF: Moderate REF: Page 64

OBJ: Explain how English colonies developed into the most influential of the age.
TOP: New Netherland Becomes New York (V.a.)

12. Delaware was originally part of Pennsylvania.

ANS: T DIF: Moderate REF: Page 68

OBJ: Explain how English colonies developed into the most influential of the age.
TOP: Delaware (V.d.)

13. The Indian wars of the mid-1670s caused proportionately more casualties than any other American
war.

ANS: T DIF: Moderate REF: Page 73

OBJ: Examine the roles that indentured servants and slaves played in colonial development.
TOP: King Philip’s War (VI.c.)

14. One in six captives died during the Middle Passage.

ANS: T DIF: Moderate REF: Page 76

OBJ: Explain how English colonies developed into the most influential of the age.
TOP: Slavery’s African Roots (VII.b.)

15. As a result of the Christianity that was forced upon African slaves, the fundamental theme of slave
religion was deliverance.

ANS: T DIF: Easy REF: Page 79

 OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Slave Culture (VII.c.)

MULTIPLE CHOICE

1. James I:
a. confronted a Church of England divided between Puritans and Anglicans.
b. openly favored the Puritans.
c. recognized the supreme authority of Parliament.
d. conquered Scotland.
e. was wise and open-minded.
ANS: A DIF: Moderate REF: Page 41
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Religious Conflict and War (I) MSC: Remembering

2. Charles I:
a. was willing to negotiate the extent of royal power.
b. was returned to power after the English Civil War.
c. protected Puritans during his reign.
d. disbanded Parliament from 1629 to 1640.
e. married numerous times in an effort to secure a male heir.
ANS: D DIF: Easy REF: Page 42
OBJ: Identify Britain’s reasons for establishing colonies in North America.
TOP: Religious Conflict and War (I) MSC: Remembering

3. The Glorious Revolution of 1688:

a. increased the power of Parliament.
b. resulted in the execution of Charles I.
c. ended with the death of Oliver Cromwell.
d. temporarily abolished the monarchy.
e. delayed the American Revolution.
ANS: A DIF: Moderate REF: Page 43
OBJ: Identify Britain’s reasons for establishing colonies in North America.
TOP: Religious Conflict and War (I) MSC: Understanding

4. Which of the following is true of English society by the early 1600s?

a. The right to trial by jury had yet to be established.
b. There was an expanding population of beggars and vagabonds.
c. There were no limits on the power of the monarch.
d. Titled nobles dominated the House of Commons.
e. There were no significant class distinctions.
ANS: B DIF: Moderate REF: Page 45
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: The Landless English (II.c.) MSC: Evaluating

5. The stockholders who invested in the Virginia Company were motivated primarily by:
a. religion. d. personal loyalty to James I.
b. a spirit of adventure. e. financial profit.
c. curiosity about the New World.
ANS: E DIF: Moderate REF: Page 45
 OBJ: Identify Britain’s reasons for establishing colonies in North America.
TOP: Virginia (II.d.) MSC: Remembering

6. One outstanding characteristic of Jamestown in its initial years was:

a. the high percentage of slaves in its population.
b. complete freedom of religion.
c. the influence of women in its government.
d. the absence of effective leaders.
e. the high mortality rate among its settlers.
ANS: E DIF: Moderate REF: Page 46
OBJ: Examine the similarities and differences of the various regions and colonies prior to 1700.
TOP: Virginia (II.d.) MSC: Evaluating

7. One of the important factors aiding the survival of the early Jamestown settlers was:
a. the large sums of money that were used to bring additional supplies to them regularly.
b. their willingness to work hard and sacrifice for the good of the whole colony.
c. the assistance they received from the Indians.
d. the lack of the diseases and hardships that afflicted other colonies.
e. the democratic government established by the Virginia Company.
ANS: C DIF: Moderate REF: Page 46
OBJ: Examine the similarities and differences of the various regions and colonies prior to 1700.
TOP: Virginia (II.d.) MSC: Evaluating

8. As Jamestown’s leader, Captain John Smith:

a. made the colony a democracy.
b. tried to wipe out Powhatan’s Confederacy.
c. made the colonists work in order to eat.
d. argued that the colony should be abandoned.
e. discovered deposits of gold and silver.
ANS: C DIF: Moderate REF: Page 46
OBJ: Examine the similarities and differences of the various regions and colonies prior to 1700.
TOP: Virginia (II.d.) MSC: Understanding

9. In the “starving time” of 1609–1610, Jamestown settlers:

a. overthrew John Smith. d. first started growing tobacco.
b. ate horses, dogs, rats, boots, and mice. e. went to live with the Indians.
c. went back to England.
ANS: B DIF: Easy REF: Page 46
OBJ: Examine the similarities and differences of the various regions and colonies prior to 1700.
TOP: Virginia (II.d.) MSC: Remembering

10. The Jamestown colony finally attained a measure of prosperity from:

a. land sales. d. tobacco.
b. trade with Indians. e. trade with Spanish Florida.
c. gold discoveries.
ANS: D DIF: Easy REF: Page 47
OBJ: Examine the similarities and differences of the various regions and colonies prior to 1700.
TOP: Virginia (II.d.) MSC: Remembering

11. Pocahontas:
 a. was the favorite daughter of Powhatan.
b. refused to convert to Christianity.
c. married John Smith.
d. played virtually no role in the relationship between the natives and the English.
e. like many women of that era, died young and childless.
ANS: A DIF: Easy REF: Page 48
OBJ: Examine the similarities and differences of the various regions and colonies prior to 1700.
TOP: Pocahontas (II.f.) MSC: Understanding

12. The man who became head of the Virginia Company of London in 1618 and instituted a series of
reforms to save the colony was:
a. John Rolfe. d. Peter Stuyvesant.
b. Sir Edwin Sandys. e. Sir Thomas Gates.
c. John Smith.
ANS: B DIF: Moderate REF: Page 48
OBJ: Examine the similarities and differences of the various regions and colonies prior to 1700.
TOP: The Virginia Company Prospers (II.g.) MSC: Remembering

13. The headright system adopted for the Virginia colony consisted of:
a. giving fifty acres of land to anyone who would transport himself to the colony and fifty
more for any servants he might bring.
b. “selling” wives to single male settlers.
c. auctioning black slaves to settlers.
d. giving free land to all servants who came to the colony.
e. giving free land in return for five years of military service.
ANS: A DIF: Moderate REF: Page 48
OBJ: Examine the similarities and differences of the various regions and colonies prior to 1700.
TOP: The Virginia Company Prospers (II.g.) MSC: Evaluating

14. In 1624, a British court dissolved the struggling Virginia Company, and Virginia:
a. was merged with New England.
b. no longer existed.
c. became a royal colony.
d. lost all its funding.
e. was given to the king’s brother, the Duke of York.
ANS: C DIF: Moderate REF: Page 49
OBJ: Examine the similarities and differences of the various regions and colonies prior to 1700.
TOP: The Virginia Company Prospers (II.g.) MSC: Remembering

15. Sir William Berkeley:

a. arrived as Virginia’s royal governor in 1642.
b. caused an economic collapse as a result of his policies.
c. waged near-constant war on the local Indian tribes.
d. disbanded the Virginia legislative assembly that had been formed in 1619.
e. captured and executed Nathaniel Bacon.
ANS: A DIF: Moderate REF: Page 49
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: The Virginia Company Prospers (II.g.) MSC: Remembering

16. Which of the following was NOT true of Nathaniel Bacon?

 a. He embodied many of the frustrations felt by the average Virginian at the time.
b. He opposed the economic dominance of the large planters who had the governor’s ear.
c. He led a revolt of the poor against the well-connected and wealthy.
d. He has been called the “Torchbearer of the Revolution.”
e. He had a close relationship with Governor Berkeley.
ANS: E DIF: Moderate REF: Page 50
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: Bacon’s Rebellion (II.h.) MSC: Evaluating

17. Bacon’s Rebellion:

a. brought indentured servants and small farmers together against the colony’s rich planters
and political leaders.
b. had the support of nearby Indian tribes.
c. resulted from changes in the Fundamental Constitutions of Carolina that discriminated
against Puritans.
d. forced Governor Berkeley to abandon the colony and return to England.
e. sought to make Virginia independent of England.
ANS: A DIF: Difficult REF: Page 50
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: Bacon’s Rebellion (II.h.) MSC: Analyzing

18. Maryland was established in 1634 as a refuge for:

a. debtors. d. Anglicans.
b. Puritans. e. English Catholics.
c. ex-convicts.
ANS: E DIF: Easy REF: Page 51
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: Maryland (II.i.) MSC: Remembering

19. Maryland sought to learn from the mistakes of Jamestown by:

a. focusing all of its energies on tobacco.
b. instituting an official religion.
c. promoting unlimited pursuit of wealth.
d. encouraging widespread settlement.
e. recruiting a more committed group of colonists.
ANS: E DIF: Difficult REF: Page 52
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: Maryland (II.i.) MSC: Applying

20. The early settlers of New England differed from those of the Chesapeake by being primarily:
a. English. d. middle-class.
b. Protestant. e. male.
c. white.
ANS: D DIF: Moderate REF: Page 52
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: Settling New England (II.j.) MSC: Analyzing

21. The English Puritans:

a. converted James I to their perspective.
b. rejected the doctrines of Martin Luther.
 c. opposed Catholic elements in the Church of England.
d. believed in religious freedom.
e. believed people could be saved by their own actions, not just by God’s grace.
ANS: C DIF: Moderate REF: Pages 52–53
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Settling New England (II.j.) MSC: Remembering

22. All of the following are true of the Pilgrims, EXCEPT that they:
a. established the Plymouth colony.
b. based their initial colonial government on the Mayflower Compact.
c. were Separatists who had abandoned the Church of England.
d. originally fled to Holland.
e. were a sect of radical Catholics.
ANS: E DIF: Moderate REF: Page 53
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Plymouth (II.k.) MSC: Evaluating

23. The Mayflower Compact:

a. completely separated civil and church governments.
b. was developed by settlers in Massachusetts Bay.
c. provided the original government for the Plymouth colony.
d. called for total religious toleration.
e. originated in the House of Commons.
ANS: C DIF: Moderate REF: Page 53
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Plymouth (II.k.) MSC: Analyzing

24. Throughout New England, Congregational churches were:

a. open to everyone. d. morally opposed to slavery.
b. self-governing. e. financially supported by the king.
c. tolerant of other religions.
ANS: B DIF: Moderate REF: Page 54
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Massachusetts Bay (II.l.) MSC: Analyzing

25. When Massachusetts leader John Winthrop spoke of “a city upon a hill,” he was referring to that
colony’s desire to:
a. be financially successful. d. establish an ideal government.
b. become independent of England. e. convert the Indians to Christianity.
c. serve as a model Christian community.
ANS: C DIF: Moderate REF: Page 55
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Massachusetts Bay (II.l.) MSC: Analyzing

26. Anne Hutchinson was kicked out of Massachusetts for:

a. challenging the authority of male ministers.
b. championing equal rights for women.
c. insufficient knowledge of the Bible.
d. believing good works would earn a place in heaven.
e. refusing to uphold the Sabbath.
 ANS: A DIF: Easy REF: Page 55
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Massachusetts Bay (II.l.) MSC: Remembering

27. After 1644, the right to vote in Massachusetts Bay was restricted to those who:
a. owned 100 acres of land.
b. had come in the first voyage from Britain.
c. were literate and had good moral character.
d. had been listed as freemen in the original charter.
e. were members of a Puritan church.
ANS: E DIF: Moderate REF: Page 57
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Representative Government (II.m.) MSC: Understanding

28. Roger Williams founded Rhode Island after he:

a. devoted himself to converting the Indians.
b. decided he was no longer a Christian.
c. had been banished from Massachusetts for his religious opinions.
d. led a rebellion against the government of Massachusetts.
e. discovered it had the best farmland in New England.
ANS: C DIF: Easy REF: Page 57
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Rhode Island (II.n.) MSC: Remembering

29. Roger Williams believed:

a. that Puritanism was the only suitable religion for Massachusetts.
b. in the propriety of linking church with the state.
c. that Indians should be forcibly Christianized.
d. that compulsory church attendance was an important tenet of the Christian faith.
e. that it was wrong to confiscate Indian lands.
ANS: E DIF: Moderate REF: Page 57
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Rhode Island (II.n.) MSC: Analyzing

30. The English Civil War affected the American colonies by:
a. permitting the colonies to essentially govern themselves.
b. requiring Puritanism to be adopted in every colony.
c. placing members of Oliver Cromwell’s family as colonial governors.
d. allowing them to pledge their loyalty to Spain during the crisis.
e. devastating the Native American culture in New England.
ANS: A DIF: Moderate REF: Pages 58–59
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: The English Civil War in America (III) MSC: Analyzing

31. The colonies established after the Restoration were all:

a. joint-stock ventures. d. Christian commonwealths.
b. royal colonies. e. west of the Appalachians.
c. proprietary colonies.
ANS: C DIF: Moderate REF: Page 59
OBJ: Explain how English colonies developed into the most influential of the age.
 TOP: The Restoration in the Colonies (IV) MSC: Remembering

32. A large number of South Carolina’s original settlers were British planters from:
a. Barbados. d. Georgia.
b. Maryland. e. North Carolina.
c. Jamaica.
ANS: A DIF: Easy REF: Page 59
OBJ: Identify Britain’s reasons for establishing colonies in North America.
TOP: The Carolinas (IV.a.) MSC: Remembering

33. By the early 1700s, English merchants in the Carolinas had established a thriving trade with
southern Indians for:
a. beaver pelts. d. corn.
b. fish. e. deerskins.
c. indigo.
ANS: E DIF: Easy REF: Page 61
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: Enslaving Indians (IV.b.) MSC: Remembering

34. In the Southeast, the profitability of Indian captives prompted a frenzy of:
a. slaving activity.
b. conversion to Christianity.
c. raiding Indian villages to capture children.
d. dishonest treaty making.
e. missionary activity.
ANS: A DIF: Moderate REF: Page 62
OBJ: Examine the roles that indentured servants and slaves played in colonial development.
TOP: Enslaving Indians (IV.b.) MSC: Applying

35. Which of the following statements is NOT true of the Dutch administration of New Netherland?
a. It was created as a profit-making enterprise.
b. It encouraged the development of a democratic society.
c. It purchased Manhattan for the modern equivalent of $1,000.
d. It encouraged settlement by granting patroonships to wealthy individuals.
e. It embraced ethnic and religious diversity.
ANS: B DIF: Difficult REF: Pages 63–64
OBJ: Identify Britain’s reasons for establishing colonies in North America.
TOP: New Netherland Becomes New York (V.a.) MSC: Evaluating

36. The first Jews in the colonies:

a. were wealthy.
b. soon became very numerous.
c. arrived in New Netherland.
d. found quick acceptance from Christians.
e. migrated to Massachusetts.
ANS: C DIF: Easy REF: Page 64
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: New Netherland Becomes New York (V.a.) MSC: Remembering

37. All of the following are true of the English Quakers, EXCEPT that they:
 a. opposed salaried ministers.
b. refused military service.
c. suffered great persecution.
d. followed charismatic preachers.
e. counted William Penn among their numbers.
ANS: D DIF: Moderate REF: Page 66
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Pennsylvania (V.c.) MSC: Analyzing

38. The colony of Pennsylvania was:

a. based upon lands seized from the Indians.
b. open to all religious believers.
c. populated solely by the English.
d. governed by Quaker ministers.
e. considered part of New England.
ANS: B DIF: Easy REF: Page 66
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Pennsylvania (V.c.) MSC: Remembering

39. Which of the following is NOT true of Georgia?

a. It was the last of the English colonies to be established.
b. It was to serve as a military buffer against Spanish Florida.
c. It was a haven for the “poor children . . . that pester the streets of London.”
d. It succeeded in keeping out slavery.
e. James Oglethorpe led the initial settlers.
ANS: D DIF: Moderate REF: Page 69
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: Georgia (V.e.) MSC: Evaluating

40. The first commercially important natural resource in the Indian/English dynamic was:
a. lumber. d. fish.
b. fur. e. wheat.
c. tobacco.
ANS: B DIF: Moderate REF: Page 69
OBJ: Examine the roles that indentured servants and slaves played in colonial development.
TOP: Native Peoples and English Settlers (VI) MSC: Analyzing

41. Puritans sought to have Indians:

a. executed when convicted of even minor crimes.
b. pushed farther north and west.
c. moved to “praying towns.”
d. moved into English settlements.
e. relocated to Rhode Island with Roger Williams.
ANS: C DIF: Easy REF: Page 72
OBJ: Describe how British colonists and Indians adapted to each other’s presence.
TOP: Native Americans and Christianity (VI.a.) MSC: Remembering

42. For the Pequots, the result of the 1637 war that they fought with New England settlers was:
a. retention of most of their traditional lands.
b. a religious crisis.
 c. slaughter and enslavement.
d. revenge for the previous cruelties of the English.
e. leadership of all other Indians in the region.
ANS: C DIF: Moderate REF: Page 73
OBJ: Examine the roles that indentured servants and slaves played in colonial development.
TOP: The Pequot War (VI.b.) MSC: Understanding

43. The major cause of King Philip’s War was:

a. Indian resentment over forced conversions to Christianity.
b. King Philip’s desire for territorial expansion.
c. Indian anger over their destruction from European diseases.
d. Indian feelings of racial superiority over the English.
e. the need of Indian warriors to prove themselves in battle.
ANS: A DIF: Moderate REF: Page 73
OBJ: Examine the roles that indentured servants and slaves played in colonial development.
TOP: King Philip’s War (VI.c.) MSC: Understanding

44. Metacomet:
a. was the Indian principal behind King Philip’s War.
b. confessed to the murder of John Sassamon, a Christian Indian.
c. survived the war by escaping west with his tribe.
d. was the leader of the Pequots.
e. was a devout Christian opposed to the primacy of the Puritan Church.
ANS: A DIF: Moderate REF: Pages 73–74
OBJ: Examine the roles that indentured servants and slaves played in colonial development.
TOP: The Iroquois League (VI.d.) MSC: Remembering

45. Which of the following is NOT true of the Iroquois League?

a. They were governed by the Great Law of Peace.
b. They were primarily based along the Mississippi River.
c. They were involved in the beaver pelt trade with the Dutch and English.
d. They were made up of the Seneca, Onondaga, Oneida, Mohawk, and Cayuga.
e. They believed in principles of equity and justice.
ANS: B DIF: Moderate REF: Page 74
OBJ: Examine the roles that indentured servants and slaves played in colonial development.
TOP: The Iroquois League (VI.d.) MSC: Evaluating

46. Which of the following statements is true of the institution of slavery in the American colonies?
a. Slavery was not a factor north of the Chesapeake region during the colonial period.
b. Slaves did not achieve a self-sustaining rate of reproduction in the colonies prior to the
American Revolution.
c. Family slavery was having slaves and masters living under the same roof.
d. Slaves made up nearly 50 percent of the colonial population by the time of the American
Revolution.
e. Most slaves were working in cotton during the colonial period.
ANS: C DIF: Difficult REF: Page 75
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: Slavery in North America (VII.a.) MSC: Understanding

47. Which of the following statements is NOT true of Africans as slaves?

 a. They spoke many different languages and held complex religious beliefs.
b. Many had experienced a less brutal form of slavery in Africa.
c. They were often branded by the company who claimed ownership.
d. One in six died during the Middle Passage.
e. They had a long history with Christianity in Africa.
ANS: E DIF: Moderate REF: Pages 75–76
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: Slavery’s African Roots (VII.b.) MSC: Evaluating

48. By the early eighteenth century, the English colonies in North America:
a. extended beyond the Appalachians.
b. had eliminated their French and Spanish rivals.
c. were the most populous and prosperous on the continent.
d. were on the verge of independence from England.
e. remained tiny outposts of civilization.
ANS: C DIF: Moderate REF: Page 79
OBJ: Explain how English colonies developed into the most influential of the age.
TOP: Thriving Colonies (VIII) MSC: Analyzing

ESSAY

1. Were there connections between a colony’s purpose and its success? That is, what type of colony
seemed most apt to succeed? What type seemed most likely to fail?

ANS:
Answers will vary.

2. Describe the general pattern of Indian relations with whites in the British colonies. Discuss Indian
relations with Virginia, Massachusetts, and Carolina colonists, making sure to examine European
motivations.

ANS:
Answers will vary.

3. Compare the settlements of Virginia and Massachusetts in regard to their founding religion, form
of government, and landholding patterns. It is noted that settlers to New England had a greater life
expectancy than those to colonies south of the Chesapeake Bay. Why?

ANS:
Answers will vary.

4. Discuss the various ways in which domestic political affairs in Britain affected colonization in the
New World.

ANS:
Answers will vary.

5. “The lack of plan was the genius of British colonization.” What does this statement mean? How
accurate is it?

ANS:
Answers will vary.
 6. Describe the background, major events, and results of Bacon’s Rebellion.

ANS:
Answers will vary.

7. Discuss the impact Bacon’s Rebellion had on indentured servitude and African slavery.

ANS:
Answers will vary.

8. Describe the relationships between Indians and the colonists of New England.

ANS:
Answers will vary.

9. Explain the concept of separatism as it related to the Puritans who settled at Plymouth.

ANS:
Answers will vary.

10. Discuss the settlement of the Carolinas. How and why did they divide into two separate colonies?

ANS:
Answers will vary.

11. Discuss the transition of New Netherland into New York. Detail the negotiations that led to the
transfer.

ANS:
Answers will vary.

12. Georgia’s colonial beginnings are remarkably different than those of other colonies. Discuss how
Spain’s presence in Florida impacted the southern colonies.

ANS:
Answers will vary.

13. By the early eighteenth century, the British had outstripped both the French and the Spanish in the
New World by becoming the most populous, prosperous, and powerful. Explain how this
happened.

ANS:
Answers will vary.

MATCHING

Match each description with the item below.

a. Carolina
b. Georgia
c. Maryland
d. Massachusetts Bay
 e. New Jersey
f. New Netherland
g. Pennsylvania
h. Plymouth
i. Rhode Island
j. Virginia

1. William Bradford
2. Cecilius Calvert
3. Eight “lords proprietors”
4. George Carteret
5. Peter Stuyvesant
6. James Oglethorpe
7. William Penn
8. John Smith
9. Roger Williams
10. John Winthrop

1. ANS: H
2. ANS: C
3. ANS: A
4. ANS: E
5. ANS: F
6. ANS: B
7. ANS: G
8. ANS: J
9. ANS: I
10. ANS: D
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Elemente, isotope 57
Endmoränen, fennoskandische 31
Eoanthropus Dawsoni 40
Eolithen 40
Extrapolation 39
Exzentrizität 24

Finniglaziale Epoche 31

Geer, de 27–32
Gilbert 37
Gotiglaziale Epoche 31
Grabau 39

Häckel 46
Halbwertszeit 52
Heim 34
Helium 51
Heliummethode 62, 63, 67
Hildebrandt 26
Holmes 60, 64, 73
Homo Heidelbergensis 40

Interpolieren 69
Irawadi 14

Jahresringe 10, 28
Joly 15

Keilhack 33
Kepler 24

Lawson 64
Litorinazeit 32
Lyell 43, 45

Matthew 43
Mauer b. Heidelberg 40
Mellard Reade 15
Muota 35
Murray 15

Neandertalrasse 41
Neckar 12
Niagarafälle 36
Nüesch 35

Olbricht 33, 39

Penck 22, 43
Pendeluhren 10, 26
Pilgrim 26
Po 14
Präzessionsbewegung 24

Radium 48
Ragunda 32
Reuß 14, 35
Röntgen 47
Rutherford 50
Salz, zyklisches 16
Sanduhren 20
Scharnhausen 13
Schelfregion 17
Schürmann 12
Schweizersbild 35
Soddy 50
Sollas 17
Spencer 37
Steck 35
Strutt 60

Taylor 37
Tertiär 43
Thomson 70
Thorium 55, 62
Thuner See 35

Uranblei 56
Uranreihe 54
Uranuhr 59, 61, 72, 73

Vierwaldstätter See 34

Walcott 45
Wasseruhren 9, 20, 61
Werth 33, 39
Wintermoränen 30
Zerfall 50
 Folgende seit Bestehen des Kosmos
erschienene Buchbeilagen
erhalten Mitglieder, solange vorrätig zu
Ausnahmepreisen:

1. Gruppe 1904–1907. Broschiert M 1050.—,

gebunden M 1660.—
Bölsche, W., Abstammung des Menschen. — Meyer, Dr. M. W.,
1904 Weltuntergang. — Zell, Ist das Tier unvernünftig? (Dopp.-Bd.)
— Meyer, Dr. M. W., Weltschöpfung.
Bölsche, Stammbaum der Tiere. — Francé, Sinnesleben der
1905 Pflanzen. — Zell, Tierfabeln. — Teichmann, Dr. E., Leben und
Tod. — Meyer, Dr. M. W., Sonne und Sterne.
Francé, Liebesleben der Pflanzen. — Meyer, Dr. M. W., Rätsel
1906 der Erdpole. — Zell, Dr. Th., Streifzüge durch die Tierwelt. —
Bölsche, W., Im Steinkohlenwald. — Ament, Dr. W., Die Seele
des Kindes.
Francé, Streifzüge im Wassertropfen. — Zell, Dr. Th.,
1907 Straußenpolitik. — Meyer, Dr. M. W., Kometen und Meteore. —
Teichmann, Fortpflanzung und Zeugung. — Floericke, Dr. K.,
Die Vögel des deutschen Waldes.

2. Gruppe 1908–1911. Broschiert M 1050.—,

gebunden M 1660.—
Meyer, Dr. M. W., Erdbeben und Vulkane. — Teichmann, Dr. E.,
1908 Die Vererbung. — Sajó, Krieg und Frieden im Ameisenstaat. —
Dekker, Naturgeschichte des Kindes. — Floericke, Dr. K.,
Säugetiere des deutschen Waldes.
Francé, Bilder aus dem Leben des Waldes. — Meyer, Dr. M.
1909 W., Der Mond. — Sajó, Prof. K., Die Honigbiene. — Floericke,
Kriechtiere und Lurche Deutschlands. — Bölsche, W., Der
Mensch in der Tertiärzeit.
Koelsch, Pflanzen zwischen Dorf und Trift. — Dekker, Fühlen
1910 und Hören. — Meyer, Dr. M. W., Welt der Planeten. —
Floericke, Säugetiere fremder Länder. — Weule, Kultur der
Kulturlosen.
Koelsch, Durch Heide und Moor. — Dekker, Sehen, Riechen
1911
 und Schmecken. — Bölsche, Der Mensch der Pfahlbauzeit. —
Floericke, Vögel fremder Länder. — Weule, Kulturelemente der
Menschheit.

3. Gruppe 1912–1916. Broschiert M 1310.—,

gebunden M 2075.—
Gibson-Günther, Was ist Elektrizität? — Dannemann, Wie
1912 unser Weltbild entstand. — Floericke, Fremde Kriechtiere und
Lurche. — Weule, Die Urgesellschaft und ihre Lebensfürsorge.
— Koelsch, Würger im Pflanzenreich.
Bölsche, Festländer und Meere. — Floericke, Einheimische
1913 Fische. — Koelsch, Der blühende See. — Zart, Bausteine des
Weltalls. — Dekker, Vom sieghaften Zellenstaat.
Bölsche, Wilh., Tierwanderungen in der Urwelt. — Floericke, Dr.
1914 Kurt, Meeresfische. — Lipschütz, Dr. A., Warum wir sterben. —
Kahn, Dr. Fritz, Die Milchstraße. — Nagel, Dr. Osk., Romantik
der Chemie.
Bölsche, Wilh., Der Mensch der Zukunft. — Floericke, Dr. K.,
1915 Gepanzerte Ritter. — Weule, Prof. Dr. K., Vom Kerbstock zum
Alphabet. — Müller, A. L., Gedächtnis und seine Pflege. —
Besser, H., Raubwild und Dickhäuter.
Bölsche, Stammbaum der Insekten. — Fabre, Blick ins
1916 Käferleben. — Sieberg, Wetterbüchlein. — Zell, Pferd als
Steppentier. — Bölsche, Sieg des Lebens.

4. Gruppe 1917–1921. Broschiert M 1050.—,

gebunden M 1660.—
Besser, Natur- und Jagdstudien in Deutsch-Ostafrika. —
1917 Floericke, Dr., Plagegeister. — Hasterlik, Dr., Speise und Trank.
— Bölsche, Schutz- und Trutzbündnisse in der Natur.
Floericke, Forscherfahrt in Feindesland. — Fischer-Defoy,
1918 Schlafen und Träumen. — Kurth, Zwischen Keller und Dach. —
Hasterlik, Dr., Von Reiz- und Rauschmitteln.
Bölsche, Eiszeit und Klimawechsel. — Zell, Neue
1919 Tierbeobachtungen. — Floericke, Spinnen und Spinnenleben.
— Kahn, Die Zelle.
Fischer-Defoy, Lebensgefahr in Haus und Hof. — Francé, Die
1920 Pflanze als Erfinder. — Floericke, Schnecken und Muscheln. —
Lämmel, Wege zur Relativitätstheorie.
 Weule, Naturbeherrschung I. — Floericke, Gewürm. —
1921 Günther, Radiotechnik. — Sanders, Hypnose und Suggestion.
Alle 4 Gruppen auf einmal bezogen: brosch. M 4025.—,
geb. M 6600.—
Einzeln bezogen jeder Band brosch. M 63.—, geb. M 100.—, (für
Nichtmitgl. je M 76.— bzw. 115.—) Die Jahrgänge 1904–1916 (je 5
Bände) kosten für Mitglieder brosch. je M 288.—, geb. je M 455.— Die
Jahrgänge 1917–1921 (je 4 Bände) kosten für Mitglieder brosch. je M
232.—, geb. je M 364.—
Vom Kosmos-Handweiser sind noch geringe Vorräte von 1911,
1913, 1914, 1918, 1919, 1920, 1921 vorhanden. Jeder Band kostet für
Mitglieder brosch. M 85.—, geb. M 200.—, (für Nichtmitglieder brosch. M
120.—, geb. M 250.—)
Preise Anfang September 1922. Zeitentsprechende
Preiserhöhungen vorbehalten.
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