HIS 104_US History Milestone 1_Fresh 2020 Complete Answers already graded 100% - €13,54   In winkelwagen

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HIS 104_US History Milestone 1_Fresh 2020 Complete Answers already graded 100%

1 Which of the following historians is analyzing the European perspective of history?  Nadir interviews his state representative about the Bill of Rights.  Natalie travels to sites where battles took place in the American Revolution.  Nate studies the uniforms worn in the American Revolution by both armies.  Nan reviews English military records from the American Revolution. CONCEPT Think About It: What is History? 2 Which native civilization practiced sacrificial rites that involved the removal of a living person's heart?  The Aztec  The Maya  The Pueblo  The Olmec CONCEPT The First Settlers 3 Choose the statement that best describes why slavery became racialized in the Americas.  The idea of chattel slavery remained rare in Africa and Europe, and the New World followed suit.  African workers refused to work for a wage in the Americas, so they were enslaved. The success of plantations was dependent on a permanent and identifiable labor supply.  African nations began to outlaw slavery, and slave traders sought a new market for slaves. CONCEPT African Society and Slavery 4 Which country eventually came to dominate the Atlantic slave trade?  Portugal  England  France  Spain CONCEPT The Atlantic World 5 What contributed to the ultimate failure of 16th century Spanish expeditions to the north, in what is now the American West?  Failure to find large deposits of precious metals like gold.  Patterns of unforgiving weather in the Rocky Mountains  The unintended spread of European diseases to native populations  Lack of support from Spanish leadership, including the monarchy CONCEPT Spanish Contact 6 Which of the following led to England's acquisition of the middle colonies? King Charles II wanted peace with the Dutch, so he traded military support for land in the New World.  King Charles II needed a place to send Quakers and other groups he didn't like into exile.  King Charles II settled political unrest in England by waging war against the Dutch, a common enemy.  King Charles II believed that England had a right to all the land between its northern and southern colonies. CONCEPT Settling the Middle Colonies 7 Which English colony was founded in 1634 as a second source of tobacco production with a charter from King Charles I?  Maryland  Massachusetts Bay  Pennsylvania  Jamestown CONCEPT The English Colonial Experiment: Virginia and Massachusetts 8 Dahlia gives a presentation on the Industrial Revolution and focuses on the role of natural resources in human affairs. Which of the following is most likely a lens through which she is analyzing the past?  Class Politics  Environment  Economics CONCEPT The Lenses of History 9 Which of the following was a source of tension between English colonists and Native Americans?  Colonists refused to share their agricultural secrets with Native American tribes.  Virginia colonists found a variety of Native American tribes in the region with whom to form alliances.  Native Americans constantly mocked the colonists for their weaknesses.  Native Americans and colonists often competed over the same natural resources. CONCEPT English and Native American Conflict 10 How did France's activity in the Americas differ from that of Spain?  The French fostered alliances with native peoples for commercial advantages, rather than military ones.  The French were not concerned with spreading Christianity to native peoples.  The French were motivated more by a desire to map the world than to establish colonies.  The French suffered from a high population density and saw colonization as a means tospread out. CONCEPT French and Dutch Contact 11 Which factor initially prevented England from establishing permanent colonies in the Americas?  England didn't want to risk war with Spain, which already controlled much of the Americas.  Religious tensions spilled over into the Americas, which led many to wait until they settled down.  English citizens were too afraid to go to the Americas after the settlement at Roanoke disappeared.  The government was more concerned with religious and political disputes than with sponsoring colonization of the Americas. CONCEPT English Contact 12 Which of the following motives played the biggest role in the European discovery of the New World?  Finding new civilizations in which to spread Christianity  Looking for new nations with which to form alliances  Making world maps more accurate and complete  Obtaining goods like spices and silk from civilizations in Asia CONCEPT Maritime Exploration 13Which of the following statements describes the process of globalization?  Under this system, raw materials from the New World were collected and then sent back to Europe by ship.  It occurred when tobacco, which had been used for ritual and medicinal purposes, became a source of revenue for traders.  It took place so that European empires could extract their share of the New World's natural resources.  It began when Europeans discovered the riches of the East in the 11th, 12th and 13th centuries. CONCEPT The Columbian Exchange 14 "Interacting with natives on somewhat equal terms was demonstrated by sitting down with them." The above statement is most representative of which group of European explorers?  Spanish  English  Dutch  French CONCEPT Think About It: How Did Europeans Justify Colonization of the New World? 15 Many Native Americans were eager to trade with Europeans for advanced weaponry. What was an economic effect of this trade? Native Americans began harvesting the raw materials used to make muskets and gunpowder.  Native Americans began to hunt more beavers so they could trade the pelts for muskets.  Native Americans stopped trading with other tribes because now they could use muskets to steal from one another.  Native Americans began selling Europeans traditional native weaponry like bows and arrows in exchange. CONCEPT Native American Interactions with Europeans 16 "What involvement did women have in the antislavery movement in 1800s America?" Consider the above research question and choose the secondary source that is best suited to answer it.  An encyclopedia entry that provides details about slavery in the United States  A speech given by an American female antislavery activist in 1852  A book about the 19th century antislavery movement published this year by a historian  An encyclopedia entry that provides details about slavery in the United States CONCEPT Analyzing Primary Sources 17 Which of the following were featured prominently in the economy of the northern colonies?  Agriculture and livestock Cash crops like sugar and tobacco  Books and the ideas they contained  The slave trade CONCEPT Settling the Northern Colonies 18 According to Robert Beverley, how did 17th century Virginians distinguish between servants and slaves?  Servants were freed after a period of some years, whereas slaves were forced to serve for life.  They were distinguished by where they worked: servants indoors and slaves in the fields.  Servants had a right to vote and be elected to political office, but slaves did not.  Female slaves could not be subjected to hard labor, but female servants could. CONCEPT Settling the Southern Colonies 19 Which of the following statements is true?  Names and dates are the most important aspects of studying history.  The same events lead to the same historical narratives.  The way historians write about the same events changes over time.  History is best described as a timeline of people and events.1 Which of the following was a source of tension between English colonists and Native Americans?  The growing Native American population placed pressure on colonial settlements.  Native Americans killed colonists indiscriminately, but the reverse was not true.  Colonists and various native groups sought to exploit each other to further their own ends.  Native Americans and colonists competed for control of the tobacco market. CONCEPT English and Native American Conflict 2 Which of the following statements reflects the process of commodification?  Europeans profited by bringing tobacco from the New World back to Europe.  Merchants established sea routes to meet demand for luxury items.  European nations competed for access to the New World's resources.  The movement of people between Europe and the New World intensified. CONCEPT The Columbian Exchange 3 Which of the following beliefs was advanced by the Puritans?  The pope is the lawful head of the whole church, not Henry VIII or any other national leader.  The Americas are a promised land specially reserved by God for Puritans.  Henry VIII's break with the Catholic Church should not be felt by ordinary people going about their religion.  By reading scripture, individuals can determine whether or not they have been chosen by God to be saved. CONCEPT English Contact 4 Which of the following statements best describes the situation in Central America prior to the arrival of Spanish conquistadores? Many native peoples resented the Aztec rulers and were ready to rebel.  The Aztec were a nomadic people, thinly spread through what is now Mexico.  Native cultures like the Aztec and Tlaxcalan were content to coexist peacefully.  The Aztec and Inca had been engaged in a centuries-long war for what is now Mexico City. CONCEPT Spanish Contact 5 Choose the statement that best describes slavery before it was racialized.  Slavery was often a temporary condition and the result of debt, warfare or famine.  Slavery was well-known in Africa throughout history but not in other parts of the world.  Before slavery was racialized, it was uncommon for slaves to become part of the family.  Slavery was limited to religious groups who enslaved other religious groups. CONCEPT African Society and Slavery 6 Many Native Americans were eager to trade with Europeans for advanced weaponry. What was an economic effect of this trade?  Native Americans stopped trading with other tribes because now they could use muskets to steal from one another.  Native Americans began to hunt more beavers so they could trade the pelts for muskets.  Native Americans began harvesting the raw materials used to make muskets and gunpowder.  Native Americans began selling Europeans traditional native weaponry like bows and arrows in exchange. CONCEPT Native American Interactions with Europeans 7 Why did immigrants from England and elsewhere enter into indentured servitude?  Indentured servants were all promised 50 acres of land upon completion of their term of service. Most indentured servants were tricked or even kidnapped and forced into service.  Immigrants hoped that a period of indentured servitude would lead to a new, prosperous life in the Americas.  Indentured servitude in the New World exempted one from required military service back home. CONCEPT Settling the Southern Colonies 8 When, "in fourteen hundred and ninety-two, Columbus sailed the ocean blue," what hypothesis was he attempting to prove?  Lands previously unknown to most of Europe existed to the west.  That newer, faster boats from Portugal could reach Asia before the crew's supplies ran out.  The Atlantic Ocean is smaller than most cartographers at the time believed.  The earth is round and therefore Asia could be reached by sailing west. CONCEPT Maritime Exploration 9 "What involvement did women have in the antislavery movement in 1800s America?" Consider the above research question and choose the secondary source that is best suited to answer it.  An encyclopedia entry that provides details about slavery in the United States  A book about the 19th century antislavery movement published this year by a historian  A speech given by an American female antislavery activist in 1852  An encyclopedia entry that provides details about slavery in the United States CONCEPT Analyzing Primary Sources 10 What reason did the Quakers, who opposed slavery, give in support of their view?  "Christians are not supposed to treat others in ways they themselves would not like to be treated."  "We are the loyal subjects of Charles II. He opposes slavery, and thus do we." "Many of us have had visions of slavery being abolished. It is thus the will of God."  "Other colonies are beginning to oppose slavery. We should as well so that we're not left behind." CONCEPT Settling the Middle Colonies 11 Which of the following statements about governance in the northern colonies is true?  A central religious figure served by divine-right and was the highest authority.  Most adult men had the right to vote, no matter their economic status.  Competing political and religious ideologies were generally tolerated.  Women were invited to collaborate in the governance of both church and state. CONCEPT Settling the Northern Colonies 12 Which of the following historians is analyzing the European perspective of history?  Nadir interviews his state representative about the Bill of Rights.  Nan reviews English military records from the American Revolution.  Natalie travels to sites where battles took place in the American Revolution.  Nate studies the uniforms worn in the American Revolution by both armies. CONCEPT Think About It: What is History? 13 "If the natives do not submit to our total and absolute authority, we will destroy them and take their lands." The above statement is most representative of which group of European explorers?  French  Spanish  Dutch  EnglishCONCEPT Think About It: How Did Europeans Justify Colonization of the New World? 14 Fabiola gives a presentation on the relationship between antibiotics and changes in quality of life in 20th century America. Which of the following is most likely a lens with which she is analyzing the past?  Gender  Class  Law  Science CONCEPT The Lenses of History 15 How did France's activity in the Americas differ from that of Spain?  The French were motivated more by a desire to map the world than to establish colonies.  The French fostered alliances with native peoples for commercial advantages, rather than military ones.  The French suffered from a high population density and saw colonization as a means to spread out.  The French were not concerned with spreading Christianity to native peoples. CONCEPT French and Dutch Contact 16 Which of the following statements is true?  The way historians write about the same events changes over time.  Names and dates are the most important aspects of studying history.  History is best described as a timeline of people and events.  The same events lead to the same historical narratives. CONCEPT The Historian's Practice 17Which English colony was governed under the terms of the Mayflower Compact?  Jamestown  Massachusetts Bay  Maryland  Plymouth CONCEPT The English Colonial Experiment: Virginia and Massachusetts 18 What role did New World exports play in the Triangular Trade?  Organic goods like tobacco were sent back to the specific colony's mother country.  Tobacco was used to lure Africans to the Americas where they would be enslaved.  Textiles, rum and other manufactured goods were sent to Africa in exchange for slaves.  African slaves were sent to Europe in exchange for goods like sugar, tobacco and cotton. CONCEPT The Atlantic World 19 Which native civilization practiced sacrificial rites that involved the removal of a living person's heart?  The Maya  The Olmec  The Pueblo  The Aztec CONCEPT The First Settlers1 When, "in fourteen hundred and ninety-two, Columbus sailed the ocean blue," what hypothesis was he attempting to prove?  Lands previously unknown to most of Europe existed to the west.  That newer, faster boats from Portugal could reach Asia before the crew's supplies ran out.  The earth is round and therefore Asia could be reached by sailing west.  The Atlantic Ocean is smaller than most cartographers at the time believed. CONCEPT Maritime Exploration 2 Which of the following was a source of tension between English colonists and Native Americans?  The growing Native American population placed pressure on colonial settlements.  Colonists and various native groups sought to exploit each other to further their own ends.  Native Americans and colonists competed for control of the tobacco market.  Native Americans killed colonists indiscriminately, but the reverse was not true. CONCEPT English and Native American Conflict 3 What is one way that Nathaniel Bacon's 1675-76 rebellion contributed to the increasing presence of slavery in the decades that followed?  Bacon's Rebellion represented a challenge to the Protestant government of Virginia by non-Christian, black settlers, so their rights were taken away. Bacon's Rebellion demanded that white settlers from Europe not have to work, so the government legalized black slavery.  Bacon's Rebellion pitted the working class against the elites, which made a labor force with no rights or power more attractive.  Bacon's Rebellion demanded a black presence in government, which made the whites in power take away the legal rights of blacks. CONCEPT Settling the Southern Colonies 4 Which of the following historians is analyzing the European perspective of history?  Nadir interviews his state representative about the Bill of Rights.  Nan reviews English military records from the American Revolution.  Natalie travels to sites where battles took place in the American Revolution.  Nate studies the uniforms worn in the American Revolution by both armies. CONCEPT Think About It: What is History? 5 Which of the following factors had the greatest impact on life for the natives after the arrival of Europeans?  Private land ownership  European aggression  New diseases  Advanced weaponry CONCEPT Native American Interactions with Europeans 6Which of the following was a key motive for Spain's colonization of Florida?  Privateers from other European countries were using Florida as a base from which to attack Spanish ships.  There were no European settlements in Florida prior to the founding of St. Augustine by the Spanish.  Large deposits of easily accessible silver and gold were found throughout the entire peninsula.  The native Timucua were immune to European diseases and thus made a strong ally for Spain. CONCEPT Spanish Contact 7 What role did New World exports play in the Triangular Trade?  Textiles, rum and other manufactured goods were sent to Africa in exchange for slaves.  Organic goods like tobacco were sent back to the specific colony's mother country.  African slaves were sent to Europe in exchange for goods like sugar, tobacco and cotton.  Tobacco was used to lure Africans to the Americas where they would be enslaved. CONCEPT The Atlantic World 8 Which of the following statements about governance in the northern colonies is true?  Competing political and religious ideologies were generally tolerated.  Women were invited to collaborate in the governance of both church and state. Most adult men had the right to vote, no matter their economic status.  A central religious figure served by divine-right and was the highest authority. CONCEPT Settling the Northern Colonies 9 Which English colony's establishment was driven largely by religious motivations?  Virginia  Plymouth  Roanoke  Jamestown CONCEPT The English Colonial Experiment: Virginia and Massachusetts 10 Which of the following statements reflects the process of colonization?  It accelerated because of the natural advances of the Atlantic region.  It transforms an item into a product with a monetary value to buy and sell.  It began with the Silk Road that connected Europe with Asia.  It was driven by a desire for raw materials to enrich and expand European empires. CONCEPT The Columbian Exchange 11 Dahlia gives a presentation on the Industrial Revolution and focuses on the role of natural resources in human affairs. Which of the following is most likely a lens through which she is analyzing the past? Economics  Class  Environment  Politics CONCEPT The Lenses of History 12 Which of the following statements is true?  The same events lead to the same historical narratives.  History is best described as a timeline of people and events.  Names and dates are the most important aspects of studying history.  The way historians write about the same events changes over time. CONCEPT The Historian's Practice 13 "Interacting with natives on somewhat equal terms was demonstrated by sitting down with them." The above statement is most representative of which group of European explorers?  French  Dutch  Spanish  English CONCEPTThink About It: How Did Europeans Justify Colonization of the New World? 14 Why did it take the New York colonists nearly 20 years to establish a legislature?  The colonists wished to prove that they could be successful without a strong government.  The colonists were too divided among themselves to establish a central government.  The Duke of York controlled the colony and didn't care to listen to colonists.  New York was still under the direct control of the English Crown and Parliament. CONCEPT Settling the Middle Colonies 15 How did French Jesuits encourage the spread of Christianity in the Americas?  By living in native villages  By settling large numbers of priests throughout New France  By gathering natives into enclosed missions  By threatening to kill natives who didn't convert CONCEPT French and Dutch Contact 16 Which native civilization practiced sacrificial rites that involved the removal of a living person's heart?  The Pueblo  The Olmec  The Aztec The Maya CONCEPT The First Settlers 17 Which of the following factors contributed to the racialization of slavery in the New World?  Africans were well educated and could help increase efficiency on plantations.  A high mortality rate among African parents left a lot of orphans, who were easily enslaved.  African workers refused to work for pay in America, so they were enslaved.  Skin color was an easy way to differentiate slaves from freepersons. CONCEPT African Society and Slavery 18 "What involvement did women have in the antislavery movement in 1800s America?" Consider the above research question and choose the secondary source that is best suited to answer it.  An encyclopedia entry that provides details about slavery in the United States  An encyclopedia entry that provides details about slavery in the United States  A book about the 19th century antislavery movement published this year by a historian  A speech given by an American female antislavery activist in 1852 CONCEPT Analyzing Primary Sources 19 Which factor initially prevented England from establishing permanent colonies in theAmericas?  The government was more concerned with religious and political disputes than with sponsoring colonization of the Americas.  Religious tensions spilled over into the Americas, which led many to wait until they settled down.  English citizens were too afraid to go to the Americas after the settlement at Roanoke disappeared.  England didn't want to risk war with Spain, which already controlled much of the Americas. CONCEPT English Contact

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