Directions Quiz #3 contains two parts. Inthe first part, ty

Directions: Quiz #3 contains two parts. Inthe first part, type the answer that best completes the sentence oranswers the question. In the second part, respond to each of the shortanswer questions in your own words. Each of thequestions in Section 1 is worth 1 point. Each of the questions inSection 2 is worth 8 points. The highest total score possible is 50points. Do not use any outside sources or risk earning a 0 for thisassignment! What case decided by the New York State Supreme Court in 1805established that property ownership included the right to developproperty 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 prohibitslavery before gaining statehood provoked fierce debate over Congress’sauthority 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 Citythat would become a model of change through effective education andself-help?What was the name of Lansford Hastings’s 1845 book thatprovided practical information and rationale for western emigrationwithin 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 witnessednumerous and various efforts to reform United States society. Identifyfour distinct reform movements that occurred in the United States duringthis time period and that have at least two similarities in theirideals and/or objectives. Explain these two similarities and explain howeach of the four movements demonstrates each of the similarities. Then,for each of the movements, indicate one specific way in which thatmovement differs from the other three.2. Chapter 10 of the course text details anew style of politics that developed during the changing politicalculture of the 1820s and 1830s. Describe the major characteristics ofthe new political culture of the 1820s and 1830s. Clearly indicate threedistinct particular characteristics of the new political culture of the1820s and 1830s. Then, describe two distinct ways in which the newpolitical culture influenced the daily lives of people in the UnitedStates. 3. The course text notes that significanteconomic growth occurred in the United States between 1820 and 1860.Describe three distinct aspects of United States society that reflectedthat growth. Then, explain two distinct national or internationaldevelopments from the time period that helped produce that growth. Beclear in explaining how each of the developments helped to produce theUnited States’ economic growth. Finally, indicate two distinctbeneficial outcomes of that growth and two distinct troublesome outcomesof that growth.4. Chapter 9 of the course text provides adetailed account of the interworking elements of the system of slaverywithin the Old South, including descriptions of kinds of lives lived byvarious groups who inhabited the region. Describe the interrelationshipsamong slaves, slave owners, and southern Whites who did not own slaves.Compare and contrast the lives of each group with the lives of theother two. Then, provide three distinct reasons slave owners used tojustify the slavery system. Be sure to explain each reason clearly todistinguish it effectively from the other two. Finally, indicate twodistinct ways in which slaves resisted slavery within their everydaylives. 5. The course text states that in themid-1800s many people in the United States felt a sense of uniquenessabout the United States that helped drive westward expansion. As thecourse text elaborates, “rooted in Puritan utopianism and revolutionaryrepublicanism, this sense of uniqueness and mission also stemmed fromthe rapid growth and progress of the early nineteenth century” (365).With this in mind, looking back over the course, explain how each of thefollowing elements of United States history influenced attitudes onwestern expansion in the mid-1800s: Puritan utopianism, revolutionaryrepublicanism, and mid-1800s’ economic growth. Be clear and specific inconnecting each of these elements to westward expansion in themid-1800s. Then, explain how these elements conflicted with theattitudes and experiences of Native Americans and Spanish with whomUnited States. westward expansion came into contact. Clearly explain howNative American groups differed from United States groups in theirattitudes and experiences as the two came into contact on the westernfrontier. Then, clearly explain how Spanish groups differed from UnitedStates groups in their attitudes and experiences as the two came intocontact on the western frontier.

Directions Quiz #3 contains two parts. Inthe first part, ty

Directions: Quiz #3 contains two parts. Inthe first part, type the answer that best completes the sentence oranswers the question. In the second part, respond to each of the shortanswer questions in your own words. Each of thequestions in Section 1 is worth 1 point. Each of the questions inSection 2 is worth 8 points. The highest total score possible is 50points. Do not use any outside sources or risk earning a 0 for thisassignment! What case decided by the New York State Supreme Court in 1805established that property ownership included the right to developproperty 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 prohibitslavery before gaining statehood provoked fierce debate over Congress’sauthority 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 Citythat would become a model of change through effective education andself-help?What was the name of Lansford Hastings’s 1845 book thatprovided practical information and rationale for western emigrationwithin 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 witnessednumerous and various efforts to reform United States society. Identifyfour distinct reform movements that occurred in the United States duringthis time period and that have at least two similarities in theirideals and/or objectives. Explain these two similarities and explain howeach of the four movements demonstrates each of the similarities. Then,for each of the movements, indicate one specific way in which thatmovement differs from the other three.2. Chapter 10 of the course text details anew style of politics that developed during the changing politicalculture of the 1820s and 1830s. Describe the major characteristics ofthe new political culture of the 1820s and 1830s. Clearly indicate threedistinct particular characteristics of the new political culture of the1820s and 1830s. Then, describe two distinct ways in which the newpolitical culture influenced the daily lives of people in the UnitedStates. 3. The course text notes that significanteconomic growth occurred in the United States between 1820 and 1860.Describe three distinct aspects of United States society that reflectedthat growth. Then, explain two distinct national or internationaldevelopments from the time period that helped produce that growth. Beclear in explaining how each of the developments helped to produce theUnited States’ economic growth. Finally, indicate two distinctbeneficial outcomes of that growth and two distinct troublesome outcomesof that growth.4. Chapter 9 of the course text provides adetailed account of the interworking elements of the system of slaverywithin the Old South, including descriptions of kinds of lives lived byvarious groups who inhabited the region. Describe the interrelationshipsamong slaves, slave owners, and southern Whites who did not own slaves.Compare and contrast the lives of each group with the lives of theother two. Then, provide three distinct reasons slave owners used tojustify the slavery system. Be sure to explain each reason clearly todistinguish it effectively from the other two. Finally, indicate twodistinct ways in which slaves resisted slavery within their everydaylives. 5. The course text states that in themid-1800s many people in the United States felt a sense of uniquenessabout the United States that helped drive westward expansion. As thecourse text elaborates, “rooted in Puritan utopianism and revolutionaryrepublicanism, this sense of uniqueness and mission also stemmed fromthe rapid growth and progress of the early nineteenth century” (365).With this in mind, looking back over the course, explain how each of thefollowing elements of United States history influenced attitudes onwestern expansion in the mid-1800s: Puritan utopianism, revolutionaryrepublicanism, and mid-1800s’ economic growth. Be clear and specific inconnecting each of these elements to westward expansion in themid-1800s. Then, explain how these elements conflicted with theattitudes and experiences of Native Americans and Spanish with whomUnited States. westward expansion came into contact. Clearly explain howNative American groups differed from United States groups in theirattitudes and experiences as the two came into contact on the westernfrontier. Then, clearly explain how Spanish groups differed from UnitedStates groups in their attitudes and experiences as the two came intocontact on the western frontier.