A) placing Indians on reservations.
B) efforts to protect America's endangered species.
C) continuing the rendezvous system.
D) keeping white settlers out of the West.
E) the preservation of nature as a national policy.
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A) they typically settled in Northeast coastal cities.
B) they tended to be better educated than mainstream Americans.
C) they supported public schools, the arts, and music.
D) they championed freedom and fought to end slavery.
E) they settled in compact colonies to preserve their language and culture.
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A) subsistence farming became common.
B) farmers began to support the idea of slave labor.
C) farmers quickly faced mounting indebtedness.
D) the South could harvest a larger crop.
E) the issue of farm surpluses came to the fore.
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A) on southern plantations.
B) in the New England textile industry.
C) in rapidly growing Chicago.
D) in railroads and ship building.
E) in coal and iron mining regions.
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A) steamboats, canals, railroads
B) railroads, canals, steamboats
C) canals, steamboats, turnpikes
D) turnpikes, steamboats, canals
E) turnpikes, railroads, steamboats
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A) rapid growth rate of the European population.
B) perception of America as the land of freedom and opportunity.
C) introduction of transoceanic steamships.
D) economic and political turmoil in Europe.
E) religious oppression by European state churches.
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A) never took the time to explore the beauty of the natural landscape.
B) grew to depend on other people for most of their basic needs.
C) abandoned the rugged individualism of colonial Americans.
D) never looked for any help beyond their immediate family.
E) were often ill informed, superstitious, provincial, and fiercely individualistic.
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A) mostly to the owners.
B) evenly among factory owners, factory managers, and factory workers.
C) primarily in the South and West.
D) to workers represented by unions.
E) to overseas investors.
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A) Robert Fulton.
B) Samuel F. B. Morse.
C) Eli Whitney.
D) Samuel Slater.
E) Francis Cabot Lowell.
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A) substantial employment of women and children in factories.
B) strikes by workers that were few in number but usually effective.
C) a general lengthening of the workday from ten to fourteen hours.
D) extensive union activity among workers.
E) reliance on the system of apprentices and masters.
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A) the Irish were seen as wage-depressing competitors for jobs by many Protestant American workers.
B) Nativist Americans from the middle and upper classes generally hated the Irish.
C) the Irish often saw signs on factory gates that said "No Irish Need Apply."
D) race riots between blacks and Irish were common.
E) Irish immigrants became fiercely supportive of the abolitionist cause.
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A) Land was cheap in America; this helped fuel the immigration flux in the 1840s and 1850s.
B) Money for capital investment was not plentiful in pioneering America and required an influx of foreign capital during the Industrial Revolution.
C) Foreign capital was dependent upon security in property rights, sufficient infrastructure, an adequate work force, and political stability.
D) Even though capital was lacking, raw materials were widely developed and discovered in America from colonial times through the 1840s.
E) The United States had a difficult time producing goods of high quality and cheap cost to compete with mass-produced European products from colonial times until the 1840s and 1850s.
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A) lowering of freight rates.
B) economic growth.
C) rising land values.
D) migration of peoples.
E) states' rights.
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A) Ford's automobile.
B) Goodyear's vulcanized rubber goods.
C) Colt's firearms.
D) Morse's telegraph.
E) McCormick's reaper.
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A) raised grain, southern slaves, processed meat
B) grew cotton, southern slaves, made machines and textiles
C) grew cotton, eastern factory workers, made machines and textiles
D) raised grain, eastern factory workers, made furniture and tools
E) processed meat, southern slaves, raised grain
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