_US History I Practice milestone 1

1 Match the tasks of a historian with the statements that exemplify them. Jane traveled to the Smithsonian to study photographs of Native Americans. Seymour tried to place himself in 1800 America while researching the 1800 presidential election. Angela consulted her notes as she began to write about the history of Pearl Harbor. ● A. creating narratives based on facts ● B. compiling facts ● C. asking questions of the past ● D. remaining objective in his or her interpretation RATIONALE In reviewing her notes before writing the history of Pearl Harbor, Angela is using facts to create a historical narrative. Jane is collecting facts about Native Americans when she travels to the Smithsonian to view photographs. By placing himself in the mindset of the 1800s, Seymour is attempting to remain objective and remove his 21st century biases from his study of the 1800 presidential election. These are all tasks historians engage in when they write history. CONCEPT The Historian's Practice 2 Match the Colony with the statement that describes it. Massachusetts Jamestown ● A. settlement sponsored by a private company for economic gain ● B. England promised 50 acres of free land to all who settled here. ● C. colonists included men, women, and children who did not intend to return to England RATIONALE Recall that the Jamestown Colony was established by the Virginia Company of London, a joint-stock company. Investors in the company hoped to find gold or silver, or other potentially valuable natural resources. As a result, most settlers to Jamestown were men and boys. On the other hand, Massachusetts was settled by Puritan families, including men, women, and children, who were seeking freedom to practice their religion without state interference. CONCEPT Think About It: How Did the Experience of the English Settlers Differ? 3 Stone tools found in Canada may be evidence that humans migrated to North America much earlier than previously believed. A historian might use this example of (A) to interpret prehistoric events. A the European perspective oral history the Native American perspective archaeological evidence RATIONALE Historians must use different techniques to study prehistoric peoples or events since written sources are lacking. Ancient stone tools dug out of the earth are an example of archeology, or the study of the past using the physical evidence found in excavation. CONCEPT Think About It: What is History? 4 Classify the statements as examples of "globalization," "colonization," or "commodification." globalizatio n colonization commodific ation nations competed to claim the riches and resources of the New World for their own benefit merchants profited from turning resources from the Americas into products for European consumers trade routes across land were expensive and dangerous so alternate routes had to be found RATIONALE European nations engaged in colonization to secure the natural resources in the New World for their own gain. Merchants profited from the sale of New World goods to the Old World through commodification, or transforming something into a commodity with monetary value. The water routes established by maritime exploration and colonization efforts contributed to globalization, or greater interconnectedness of the world. CONCEPT The Columbian Exchange 5 What was the purpose of “war gardens” during World War I? Given the historical question above, choose the best primary or secondary source to answer the question. RATIONALE Recall that, when choosing sources, historians have to consider the five Ws, such as "Who wrote this? Who is it about? Who is the audience?" and "What’s the purpose?" to determine what will be most relevant and important for their research. The purpose of propaganda is to promote an idea, belief, or action. Therefore, propaganda posters from 1917, with a purpose to promote war gardens, would contain the best information for answering the research question. CONCEPT Analyzing Primary Sources 6 Match the name of a prehistoric civilization in the Americas with a feature of its society. Olmec Mayan Pueblo ● A. this civilization lived in permanent villages in multistoried buildings made of stone and mud and were given their name by the Spanish. ● B. among the structures in this empire were temples, pyramids, statues, and buildings specifically built to study the stars ● C. considered the mother of Mesoamerican civilizations, the culture of this people was the base upon which subsequent empires were built ● D. although the wheel was not in use, this civilization built an efficient road system that was well-suited to the terrain RATIONALE Recall that Mesoamerica cradled a number of civilizations with similar characteristics. The earliest known of these was the Olmec civilization, whose religious, commercial, and agricultural systems influenced later groups in the region, such as the Maya. The Maya perfected the calendar and the written language created by the Olmec. They built: temples, statues of gods, pyramids, and astronomical observatories. In the Southwest of present-day North America, the Pueblo people were known for their style of construction, which consisted of multiple-storied stone-and-mud buildings with thatched roofs. 7 Motivations for maritime exploration include all of the following, EXCEPT . RATIONALE The Portuguese and Spanish engaged in maritime exploration for religion (i.e., spreading Catholicism), power (i.e., imperial competition), and profit (i.e., improving access to valuable goods by finding faster water routes to connect Europe and the East by way of Africa and the Atlantic). While explorers like Christopher Columbus were celebrated for their discoveries, they did not receive seats in the royal court and many perished during their adventures. CONCEPT Maritime Exploration 8 Categorize the statements as reflective of British colonies in "Virginia" or "Massachusetts" in the 17th century. Virginia Massachusetts A law was passed in 1682 that specified all Africans brought to the colony were slaves for life. Community leaders passed laws to maintain order based on God's laws, to quell unruly activities. A wealthy class of landowners established itself as a new version of the British aristocracy. RATIONALE Recall that while both the Northern and Southern colonies benefited from slave labor, by the 18th century racial slavery became increasingly central to the economy and the social and political structure of the Southern colonies. Virginia passed laws that made slavery a permanent condition, to support this system. Wealthy plantation owners, enriched by slave labor, modeled themselves on the British upper classes. Colonies in Massachusetts were founded primarily by devout Puritans. Religion infused local government, including local laws and ordinances. CONCEPT Settling the Southern Colonies Settling the Northern Colonies 9 One example of a conflict between colonists and Native Americans began in 1637. Members of a Native tribe killed an English (A) , which enraged Puritans in Plymouth and Massachusetts Bay. They joined with other Native tribes to engage in (B) . A missionary fur trader nobleman B the first Anglo-Powhatan War King Philip's War the Pequot War RATIONALE Recall that relations between Puritan settlers and Native American tribes deteriorated as White populations expanded and European livestock and land use methods increasingly disrupted Native life. The Pequot War between Puritans (and their Narragansett and Mohegan allies) and the Pequot tribe began in 1637 when an English fur trader was killed by a member of the tribe. CONCEPT English and Native American Conflict 10 Read the excerpt from History and Present State of Virginia, published in 1705: "Slaves are the Negroes, and their Posterity, following the condition of the Mother, according to the Maxim, partus sequitur ventrem [status follows the womb]. They are call’d Slaves, in respect of the time of their Servitude, because it is for Life. Servants, are those which serve only for a few years, according to the time of their Indenture, or the Custom of the Country. The Custom of the Country takes place upon such as have no Indentures. The Law in this case is, that if such Servants be under Nineteen years of Age, they must be brought into Court, to have their Age adjudged; and from the Age they are judg’d to be of, they must serve until they reach four and twenty: But if they be adjudged upwards of Nineteen, they are then only to be Servants for the term of five Years." An analysis of the excerpt reveals two different labor systems at work in the Southern colonies. Choose the true statement about these systems. RATIONALE The phrases "They are call’d Slaves, in respect of the time of their Servitude, because it is for Life" and "Servants, are those which serve only for a few years, according to the time of their Indenture" tell us that slaves and servants had different statuses with respect to length of service. Recall that Europeans helped solidify the system of racial slavery in part by creating differences between Black men and White men and then making those differences seem natural. CONCEPT Settling the Southern Colonies 11 Sort the statements as reflecting the "English," "French," or "Spanish" viewpoints toward colonization and native peoples in the Americas. English French Spanish Indigenous peoples were expected to immediately defer to the colonizer’s authority. Living in the Americas was an opportunity to find adventure and new business prospects. Interacting with natives on somewhat equal terms was demonstrated by sitting down with them. RATIONALE Recall that the English, Spanish, and French thought about and interacted with the environment and the peoples they encountered in the New World in different ways, depending upon their motivations. French explorers sought commercial relationships in the New World and fostered alliances with native tribes to facilitate this goal. Many English businessmen viewed the New World as ripe for business and trade opportunities, and portrayed Native Americans as backward, yet harmless. Spanish conquistadors, with the Requerimiento, demanded submission by Native Americans and obedience to God and the Spanish monarchy. CONCEPT Think About It: How Did Europeans Justify Colonization of the New World? 12 Choose the statement that does NOT provide a reason why slavery became racialized in the Americas. RATIONALE The existence of a robust African slave trade, labor demands on plantations in the New World, and the ease of identifying African slaves by their skin color all contributed to the expansion of racial slavery after 1492, even though Africans resisted their enslavement in a variety of ways. CONCEPT African Society and Slavery 13 Read the excerpt from a primary source: "With all these vices, they are exceedingly vainglorious: they think they are better, more valiant and more ingenious than the French; and, what is difficult to believe, richer than we are. They consider themselves, I say, braver than we are, boasting that they have killed Basques and Malouins, and that they do a great deal of harm to the ships, and that no one has ever resented it, insinuating that it was from a lack of courage." According to this French account from 1611, how did Native Americans view themselves compared to the French? RATIONALE Unlike Spanish conquistadors, French explorers fostered alliances and commercial relationships with native tribes while Jesuits sought their conversion to Catholicism. This French observer believed the Native Americans he encountered viewed themselves as better, braver, smarter, and richer than the French. His account suggests that Native Americans felt culturally superior to the French and, therefore, indifferent toward their conversion efforts. CONCEPT French and Dutch Contact 14 “If you think about slave auctions,” Zack pointed at the image, “they were a marketplace: there was a merchant and a prospective buyer, both of whom held elite standing and intended to make a profit." Zack is analyzing the image through the lens of (A) . A race class politics gender RATIONALE Remember that when historians interpret or narrate the past, they may use a variety of lenses to shape their perspective, such as: race, class, gender, or others. Different lenses provide different meanings to the same event or set of events. Because Zack is highlighting the commercial relationship between slaves and slave owners and its bearing on social status, he is examining slavery through the lens of class. CONCEPT The Lenses of History 15 The Columbian Exchange had significant consequences for both Europe and the New World. Choose the false statement about this exchange. RATIONALE The Columbian exchange describes the two-way exchanges of people, plants, animals, and diseases between the Americas and Europe/Africa. This contact between hemispheres permanently changed the the environments of both the Old and New World and established new commercial relationships. Although this exchange worked in both directions, Europeans did not usually adopt aspects of Native American culture, which they viewed as inferior. CONCEPT The Columbian Exchange 16 New types of consumerism, cultural and intellectual exchanges in Europe, the movement of slaves, and rapidly opening markets for trade all contributed to the creation of the (A) . A Atlantic World European Market North American economy African slave trade RATIONALE The Atlantic World is the term given to the interrelationship of the Old World (Europe and Africa) and the New World (the Americas) in the 16th and 17th centuries. Cultural, economic, and intellectual interactions tied these formerly disconnected regions of the world together in new ways. CONCEPT The Atlantic World 17 Choose the false statement about Spanish colonization in the New World. RATIONALE Although Cortes was aided in his conquest of the Aztec by the effect of European diseases and strategic native alliances, the Spanish viewed their victory as the fallout of their superiority over an inferior peoples. While their conquests in the Americas enriched the Spanish both financially and culturally, they were also motivated to expand Catholicism into the New World and convert native peoples living there. CONCEPT Spanish Contact 18 Choose the statement that most accurately represents the work of a historian. ● The same events lead to the same historical narratives. RATIONALE The writing of history is a "never-ending process whereby people seek to understand the past and its many meanings." Historians collect evidence, such as names and dates, and build timelines of events to help them create historical narratives. However, the most important work a historian engages in is interpretation. Therefore, written history changes over time as historians approach their study of the past in different ways. CONCEPT The Historian's Practice 19 Read the excerpt from a letter written in 1621 from a recent arrival in the Plymouth colony. "The sea affords us great plenty of all excellent sorts of sea-fish, as the rivers and isles doth variety of wild fowl of most useful sorts. Mines we find, to our thinking; but neither the goodness nor quality we know. Better grain cannot be than the Indian corn, if we will plant it upon as good ground as a man need desire. . . Our company are, for the most part, very religious, honest people; the word of God sincerely taught us ever Sabbath; so that I know not any thing a contented mind can here want." Considering possible bias, select the statement that most likely identifies the writer’s purpose. RATIONALE When reading primary sources, historians rely on the five Ws (who, what, when, where, and why/for what purpose) to think about them critically. This is a document written by a recent arrival to the Plymouth Colony, and it reflects optimism, bounty, and community. Given what you have learned about the motivations of Puritan settlers to establish new religious communities in the New World, most likely the author's purpose is to persuade other Puritans to join him in New England. CONCEPT Analyzing Primary Sources Think About It: How Did the Experience of the English Settlers Differ? 20 Read the excerpt from a document written by Quakers in 1688: "There is a saying that we shall doe to all men like as we will be done ourselves; making no difference of what generation, descent or Colour they are. and those who steal or robb men, and those who buy or purchase them, are they not all alike? Here is liberty of conscience wch. is right and reasonable; here ought to be likewise liberty of ye body, except of evildoers, wch is an other case." Choose the statement that best reflects the Quaker view on slavery. RATIONALE You may remember that while the middle colonies actively participated in the slave trade in their port cities, the Quakers, who were concentrated in Pennsylvania, rejected traditional ideas about rank and hierarchy and voiced early opposition to slavery. The phrase "and those who steal or robb men, and those who buy or purchase them, are they not all alike" reflects their disapproval of everyone involved in the slave trade, including catchers, sellers, and buyers. CONCEPT Settling the Middle Colonies 21 Settlers of the (A) sought to cut ties with the Church of England and signed the Mayflower Compact to express their purpose for establishing a colony. A Maryland Colony Plymouth Colony Jamestown Colony Roanoke Colony RATIONALE The Plymouth colony was founded in 1620 by a group of Puritan Separatists led by William Bradford. They advocated for the colony’s complete separation from the Church of England. CONCEPT The English Colonial Experiment: Virginia and Massachusetts 22 Match the European good with its effect on the Native American peoples or environment. iron tools weaponry livestock ● A. Seventy-five percent of native people along the New England coast died between 1616 and 1618. ● B. Natives increased their production of shell beads to use as jewelry and a form of money. ● C. New World plants and grasses could not flourish under the grazing habits of cows, pigs, and horses. ● D. Native tribes commercialized some traditions such as trapping beaver to trade for these highly valued possessions. RATIONALE The introduction of European goods changed Native American life radically, requiring adaptation. For example, European iron awls made it easier for tribes in Eastern North America to create shell beads more quickly and in greater quantities. European weaponry was highly desired for the power it conferred, and its acquisition motivated Native Americans to trap more beaver in trade. Finally, European livestock disrupted the ecology of the New World, altering the environment. CONCEPT Native American Interactions with Europeans 23 Choose the statement that does NOT reflect an effect the Protestant Reformation had on English colonization in the New World. RATIONALE The Protestant Reformation delayed English colonization of the New World, in contrast to the Spanish and French, because throughout the 16th century the English monarchy was consumed by internal power struggles between Protestants and Catholics and conflicts with Catholic Spain. Competition between Catholics and Protestants in the 16th and 17th centuries also motivated Catholics in France to colonize the New World in an effort to spread the influence of Catholicism. CONCEPT English Contact 24 Choose two statements that reflect major features of the Northern colonies. RATIONALE The Northern colonies in the 1600s were notable for their commitment to literacy, owing to the Puritanical belief that everyone should be able to read and study the Bible. The Northern colonies were also notable for their ability to grow food surpluses, due to environmental benefits (i.e., fertile soil and a suitable climate), the household arrangement of labor, and Puritan work ethic. These food surpluses contributed to the development of a strong maritime economy. CONCEPT Settling the Northern Colonies 25 Choose "true" if the action reflects a relationship within the Triangular Trade system and choose "false" if it does not. true false African slaves were brought to the New World to harvest tobacco. Native Americans began to adopt a European style of dress. Sugar was shipped to Europe to be made into rum. RATIONALE The Triangular Trade system describes the economic exchanges between Europe, Africa, and the Americas, wherein slaves and imported goods were transferred between continents. Although Native Americans did adopt European textiles, this does not reflect a relationship within that system. The exportation of African slaves for the processing of tobacco, which would then be sold to Europeans, and the shipping of sugar from the New World to Europe to be processed into rum, which could be exchanged for African slaves, reflected the movement of goods within the Triangular Trade. CONCEPT The Atlantic World © 2020 SOPHIA Learning, LLC. SOPHIA is a registered trademark of SOPHIA