Directions: Quiz #3 contains two parts. In the first part, type the answer that best completes the sentence or answers the question. In the second part, respond to each of the short answer questions in your own words. Each of the questions in Section 1 is worth 1 point. Each of the questions in Section 2 is worth 8 points. The highest total score possible is 50 points. Do not use any outside sources or risk earning a 0 for this assignment!
- What case decided by the New York State Supreme Court in 1805 established that property ownership included the right to develop property for business purposes?
- By 1830, what percentage of the Lowell, Massachusetts, textile workforce consisted of women?
- By the late 1840s, what percentage of the population in the United States held about two-thirds of the country’s wealth.
- What New York senator’s demand in 1819 that Missouri prohibit slavery before gaining statehood provoked fierce debate over Congress’s authority to regulate slavery?
- In years, what was the life expectancy of slaves in the United States in 1850?
- How much was the annual average spent for internal improvements during Andrew Jackson’s presidency?
- Who started the Children’s Aid Society in 1853 in New York City that would become a model of change through effective education and self-help?
- What was the name of Lansford Hastings’s 1845 book that provided practical information and rationale for western emigration within the United States?
- How many settlers did California have by 1860?
- What law passed by the United States Congress in 1851 supposedly validated Spanish and Mexican land titles?
1. The period between 1790 and 1850 witnessed numerous and various efforts to reform United States society. Identify four distinct reform movements that occurred in the United States during this time period and that have at least two similarities in their ideals and/or objectives. Explain these two similarities and explain how each of the four movements demonstrates each of the similarities. Then, for each of the movements, indicate one specific way in which that movement differs from the other three.
2. Chapter 10 of the course text details a new style of politics that developed during the changing political culture of the 1820s and 1830s. Describe the major characteristics of the new political culture of the 1820s and 1830s. Clearly indicate three distinct particular characteristics of the new political culture of the 1820s and 1830s. Then, describe two distinct ways in which the new political culture influenced the daily lives of people in the United States.
3. The course text notes that significant economic growth occurred in the United States between 1820 and 1860. Describe three distinct aspects of United States society that reflected that growth. Then, explain two distinct national or international developments from the time period that helped produce that growth. Be clear in explaining how each of the developments helped to produce the United States’ economic growth. Finally, indicate two distinct beneficial outcomes of that growth and two distinct troublesome outcomes of that growth.
4. Chapter 9 of the course text provides a detailed account of the interworking elements of the system of slavery within the Old South, including descriptions of kinds of lives lived by various groups who inhabited the region. Describe the interrelationships among slaves, slave owners, and southern Whites who did not own slaves. Compare and contrast the lives of each group with the lives of the other two. Then, provide three distinct reasons slave owners used to justify the slavery system. Be sure to explain each reason clearly to distinguish it effectively from the other two. Finally, indicate two distinct ways in which slaves resisted slavery within their everyday lives.
5. The course text states that in the mid-1800s many people in the United States felt a sense of uniqueness about the United States that helped drive westward expansion. As the course text elaborates, “rooted in Puritan utopianism and revolutionary republicanism, this sense of uniqueness and mission also stemmed from the rapid growth and progress of the early nineteenth century” (365). With this in mind, looking back over the course, explain how each of the following elements of United States history influenced attitudes on western expansion in the mid-1800s: Puritan utopianism, revolutionary republicanism, and mid-1800s’ economic growth. Be clear and specific in connecting each of these elements to westward expansion in the mid-1800s. Then, explain how these elements conflicted with the attitudes and experiences of Native Americans and Spanish with whom United States. westward expansion came into contact. Clearly explain how Native American groups differed from United States groups in their attitudes and experiences as the two came into contact on the western frontier. Then, clearly explain how Spanish groups differed from United States groups in their attitudes and experiences as the two came into contact on the western frontier.
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