Slavery In The United States And United States Government Free Sample

The development of a national railroad system was hampered by which of the following? A. The absence of a national standard for track width b. The publics fear concerning the safety of rail travel c. The refusal of most financial institutions to grant loans for rail construction d. The cost of both buying land and hiring the number Of workers necessary to lay track over rough terrain 3. In the mid-nineteenth century’, where was the one place that northern and southern railroads connected? A. Baltimore, Maryland b. Bowling Green, Kentucky c. Nashville, Tennessee d. Richmond, Virginia .

How did railroad construction in the South differ from railroads in the North? A. Research clearly indicated that such investments would be of no economic benefit to the South. B. The South erected large, national railroad lines. C. The southern states believed that such construction should be the responsibility of the federal government. D. Railroads in the South remained local. 5. Which of the following is true of the labor movement during the 1 sass? A. It was made up primarily of socialists and anarchists. B. It was successful in getting pension plans for many workers. Its major achievement came when the courts relieved workers from the threat of conspiracy laws being used against them if they organized or engaged in strikes. D. It demonstrated the unity present among workers. 6. The Massachusetts case Commonwealth v. Hunt was important in which of the fool lowing respects? A. It declared organized labor to be an illegal restraint of trade. B. By ruling that it was constitutional for a state to use the militia to end labor disputes, it declared strikes to be illegal. C. By ruling that a contract between a labor union and a factory owner was ending, it recognized the right of labor to bargain collectively. . It recognized the right of workers to organize and strike. 7. Initially, the biggest market for redeemed clothes was a. Women from wealthy families in the Northeast. B. Southern planters who bought such clothes for their slaves. C. Workers in textile mills. D. Businessmen working in Northeastern financial centers. 8. Which of the following made urban expansion possible in early-nineteenth century America? A. Public transit b. The power of cities to annex adjacent unincorporated areas c. Donations of land to city governments d. Removal of the Native Americans .

Which Of the following touched the lives Of more Americans than any other reform movement? A. The temperance movement b. The maintaining movement c. The public education movement d. The interpenetration movement 10. Which of the following is true of advocates of the “common school” movement t? A. They advocated teacher training and a lengthening of the school year. B. They proposed that the state should assume responsibility for teaching lower-class children, but that operand middle-class children should be educated at home or in private institutions. C.

They advocated the building Of state-supported technical and vocational schools. D. They proposed that institutions of higher learning should be free to all who wanted to attend. 11. In the minds of most Americans of European descent in the early nineteenth century, the West a. Was an uninhabitable wilderness. B. Represented a place where they could own land and achieve economic independence. C. Consisted of a Hodge-podgy of cultures that could never be assimilated into the nation. D. Was a peaceful and idyllic area. 12. Which of the following was true of the Northwest Territory between 1790 and 1860? . Migration into the region was slow largely due to the questionable status of slavery in the area. . The population of the region grew at a phenomenal rate. C. The region’s climate caused a significantly higher death rate than in the Northeastern states. D. Although the population grew due to natural increase, more people actually left the region than moved into the region. 13. Which of the following is true of “black laws” passed by many Midwestern states in the sass? A. These laws prohibited gambling of any kind and imposed strict penalties against bookmakers. B.

These laws prohibited African Americans from living within the border of such states. C. These laws prevented the return Of runaway slaves to their southern wieners. D. These laws provided financial incentives to free black laborers willing to become permanent residents. 14. Beginning in 1820, why did western migrants find the Midwest more attractive than the Southwest? A. The United States government would finance a move to the Midwest but not to the Southwest. B. The transportation routes of the Midwest were better developed than those of the Southwest. C. The growing season was much longer in the Midwest. . They could obtain free land. 15. Which of the following is true of the Black Hawk War? A. It marked the end of militant Indian resistance uprisings in the Old Northwest. B. It raised the possibility that Great Britain would honor its defensive treaty with the Auks by actively intervening on their behalf. C. It represented the first time that Native Americans successfully resisted removal from their ancestral lands. D. It represents one of the worst defeats ever experienced by the U. S. Army. 16. Most people traveling overland to California and Oregon followed which of the following routes? A.

The Northwest Passage b. The Oregon Trail. C. The Santa Fee Trail d. The South pass 17. Army explorer Stephen Long described the region of present-day Oklahoma, Kansas, and Nebraska as a. He Great American Desert. B. God’s County. C. The Dust Bowl. D. The Bread Basket of America. 18. By the General Survey Act of 1824, Congress gave the military to power to a. Survey and divide the Louisiana Purchase territory north of the Missouri Compromise Line into square townships. B. Reroute the Colorado River. C. Chart transportation improvements that needed to be made for military or commercial purposes. . Report on the feasibility of establishing irrigation projects in arid areas west of the Rocky Mountains. 19. The General Land Office, established in 1812, a. Established a credit system for the purchase of western lands that averred small-time farmers. B. Handled the distribution of federal lands in the West. C. Had the power to set the price-per-acre of western lands. D. Was charged with the responsibility of preventing speculators from buying large tracts of federal western lands. 20 . The radical, new southern position on the territories espoused by John C.

Calhoun in 1846 contradicted the a. Missouri Compromise. B. Monroe Doctrine. C. Polk Doctrine. D. Three-fifths compromise. 21 . The most critical question that emerged in the aftermath of the War with Mexico was a. What course the South would take if northerners continued to press the leaver question. B. What to do about slavery in the territory acquired from Mexico. C. How to limit the president’s vaguely defined war powers. D. How much to pay Mexico for the territory acquired by force. 22. Which of the following occurred in response to Californians application for statehood in 1850? . President Taylor called a special session of Congress for the purpose of repealing the Missouri Compromise. B. Some southern politicians wanted to postpone Californians admission to the Union and make it a slave territory. C. Several New England states threatened to secede from the Union if California was admitted as a slave state. D. Congress adopted an amendment to the California statehood bill that extended the Missouri Compromise line to the Pacific. 23. Which of the following is true of the Compromise of 1 850? A. It completely rejected the idea of popular sovereignty. . It included a stronger fugitive slave law. C. It abolished both slavery and the slave trade in the District of Columbia. D. It angered northerners by acknowledging the boundary claims made by Texas. 24. After passage of the Fugitive Slave Law, a. Mexican authorities extradited runaway slaves to the United States for prosecution. B. Significant number of blacks living in the North saw the act as a threat to their freedom and fled to Canada. C. Most northern judges refused to enforce the act because of its repressive nature. D. The Underground Railroad ceased to operate. 25.

What Is Real Leadership

This can be developed over time so confidence can increase in certain areas as those skills become more prominent. Ability on the other hand is a trait that is natural. This can be hereditary or simply unique to that person. This could lead to a natural confidence in all areas and stands Out in a person’s beliefs. A person’s demographic factor also plays a large part on behavior. Our surrounding environment has a huge influence on our behavior. What is considered acceptable in one country could be considered heinous from someone from a different part of the world.

For example today in some of the stronger Arab nations you are less likely to see a woman in a leader position due to the customs. This is not to say that it is impossible, just less likely due to the surrounding environment. 2. How do Emotional Intelligence and general intelligence impact leadership? General intelligence is a very important factor in leadership. A person’s ability to assess a situation, plan a strategy, develop solutions, and come up with alternatives is key in leadership. It is rare that you can find a leader who lacks intelligence.

What helps compliment general intelligence is emotional intelligence. The ability to communicate well with others is a task not easily learned. Usually this comes natural to some leaders. A charismatic leader will have an easier time finding followers than one who only has general intelligence. This leader will also have a greater success rate of inspiring others to do their will. 3. In your opinion (or based on your experience), do certain characteristics and traits lead to a greater impact than others on a person’s leadership style? Explain yours answer. Live that a person’s emotional intelligence is the most important characteristic in having the best impact on others. The reason I suggest this is because a leaders ability to communicate and relate with someone is very important. I am less likely to listen or learn if the person lacks emotional intelligence. For example, this college program has shown this on several occasions. We have had several teachers since the beginning of this cohort. I do not doubt that every single teacher I have had is qualified ND educated to be able to teach a class.

However there were certain teachers who I feel lack the characteristics of an effective leader. This didn’t have to do with how they treated the class or how much work they assigned. In fact some of my favorite professors assigned the most work. But because of their natural ability to communicate they kept me engaged in the class. Was less likely to miss class or miss homework to avoid letting the professor down. This I feel is a characteristic that is crucial in a leader.

Shakespeare Eulogy Project

Students will create and present and eulogy. Activities: Romeo and Juliet Eulogy Project In light of the recent tragedy, we have all been asked to attend a mass funeral for the deceased. Six characters have passed, and we most honor their memories. Not only have we been asked to attend the funeral, but we have been asked to deliver their eulogies. The trouble is, everyone attending the funeral will be Elizabethan, and therefore re, we must write our eulogies in a language they will understand. Content: The eulogy should discuss things like… How he/she died ; Why we should miss him/her ; How he/she was wronged ; What he/she represented in life Personal Information ; Person’s Age F-Emily – marriage(s), children, parents, pets ; Work/Career ; Hobbies and free time activities ; places lived ; Offices held in government, professional or community organizations ; Military service ; Special life events ; Special accomplishments, achievements and awards Additional Notable Information Beliefs, cherished values Life philosophies Poems, quotes, or letters written by the deceased (as a way of bringing her or her own voice into the service) Special poems, quotes, passages or verses Reminisces and Recollections ; Family and friends’ stories and anecdotes Colleagues’ stores and anecdotes ; Favorite quotes, expressions of the deceased Length: The eulogy should be about a page in length and should be doubles aced, 12 point legible font. Share it with me through Google Docs (and should be able e to see through revision history which student did which part! ) engage: The eulogy should be written in Elizabethan/ Shakespearean English. The families have requested that we write in blank verse (unrushed iambic pentane meter), but understand this may be difficult for us, so I will offer extra credit if you do it, b UT you will not be penalized if you don’t. Eve attached an example of a Shakespearean eulogy for you to use as a GUI De as well as a brief glossary of Shakespearean terms.

Keep in mind that not only did Shakespeare use some strange words, but he also spoke using metaphor, simile, personification, alliteration, and inversion. In order to speak proper Shakespearean English, you cannot say anything in an ordinary way; in stead, you must paint a picture for us to interpret. To make this move smoothly, you group may wish to assign roles. 1. Brainstormed: Decide what needs to be said 2. Standard English Writers: Decide how to say it 3. Elizabethan Writers: Decide how to translate it into Elizabethan 4. All of you will be responsible for delivering the eulogy on stage during the service. You may choose your groups, so choose wisely. You may work by yourself or with up to two other people (group of 3 or 4).

Your grade will be based on following dire actions and presentation (feel free to do some dramatic acting while presenting it). Rime member, I can tell which student did which part through Google docs so make sure that you t yep your portion on there-?if not, you won’t receive credit! It is up to the group member errs to work gather well and to make sure that each member is making a positive contra option to the eulogy writing. The funeral is _MAY 21 d be Everyone should be in attendance an dressed appropriately (black and dressed nicely if possible). You need to have e a typed copy of your eulogy to me the day before the funeral so that I can best plan o our memorial service.

Here is my address to share your eulogy with me: bvhsrahope@mde ca. Rigor bvhsmross@mdeca. Org *In the case of absence or lack of participation, individuals will be given an alt ornate written assignment due no later than MAY 22 Glossary Me thinks – [l think] “Me thinks, good sire, that upon this day that you should t ell lady Elizabeth that you love her. ” Mayhap -? [maybe] “Mayhap today would be a good day to tell lady Elizabeth that you love her. Perchance – [perhaps] “Perchance your good lordship would be good enough to grace our company with a poem. Indeed we are amused by such things. ” Private – [pray thee] “Private tell me young lad, wherefore didst you come by such a fine animal as your horse?

Note: “private” can be usually used in places where e “please” can be used, but remember, it holds a lot more weight that “please” does. Alls o, it works well at the front of sentences, but not really at the end. So don’t say: “Don’t kill I him! Say to you once again, private! ” Didst – [did] “Didst you see me with that sword? I was most skilled was I not? Wherefore – [Why] “Wherefore would you leave me like this Elizabeth? Why? I implore you! Tell me now your reason for abandoning me as such. ” As such – [like this] “As such? As such? As such? Well how then should I hold myself if am ever to pass myself off as a Venetian? Doth – [does] “It doth seem to me that she does love you sir. Indeed, I say, go back to her!

If you can use it buried towards the middle of a sentence you have a chi once of using it in the right way, but don’t say “Doth this dress make me look fat? ” beck cause it’s wrong. If you use “doth” after an “it” everything will usually work out fine. If y o want to branch out, using it after nouns and subjects is your safest way to go. “l ink sweet not Mother, for the cow doth look most sickly. ” Indeed – [indeed] You can put indeed in front of almost any sentence and it w ores. “And indeed we walked up the hill. And indeed we drank the potion. And mind picked up a dead rat and swung it over my head. ” In sooth – You use it when you’re sort feed up with what’s going on. Sort of eke when you’d say “my god. ” “In sooth, do not!

For as I came home to find my door b Rosen down and my house ransacked, the culprits had already left and they were no where to be found. ” If your character is wanting to punctuate his/ her thought or is frustrated, “In sooth” is a good phrase. Sounds – [By Gods Wounds] The original swear word. “Sounds man, what calls at such a late hour that my sleep needs thus to be disturbed (disturbed)? ” Fie -? when you are impatient or hold contempt “Fie upon it I say! Wherefore s would be rated with such rudeness!?! (Fie upon stuff is a great way to use the word) o r when used with insults “Fie you yeasty disappointed lightships! ” Aye’ indeed – [Yes indeed] “Aye’ indeed, didst but see them walk past this WA yummy lord. ” But – that word which can be used almost anyway. Here to make your sentences sound good. “l was but saying not but two minutes ago that we were not but most skilled (s killed) at our tending of the ship wheelie’s the captain was away. ” Thou, thee, thy, thyself -? you, you, your, yourself In addition, check terms throughout the play that may be “unfamiliar that we have discussed. ” EXAMPLE: O! Young Juliet! She who hath been loved by us all! Who hath not even reached her fourteenth year! Who hath but boldly suffered death by dagger! O, Juliet, she who hath taken brutal death for love. A love, that, though her still body is dead, Didst not die with her. O, Juliet, Wherefore hast thou died as such?

To leave thy loving parents so suddenly, and join thy dear cousin so soon? O! Fellow people! Lend me your ears! For we have come today to mourn merely a child, who was greatly influenced by the undying love of her husband, her Romeo. She received love also from her parents, heads of the Caplet house. Her father, not like other fathering figures, took but her wishes most of the time. Juliet was more intelligent than most. She knew not to quarrel in the streets, as by popular liking. She hath always meant what she hath said, every word ringing purity, and when they were not, they were for a very good motive. And as I say for her dear nurse: Gullet’s mother figure and closest companion was her caring nurse.

The nurse has countless memories of young Gullet’s life, all of them unforgettable. From her learning to walk to when she was married, to this desolate day, the nurse has always been there for our dear Juliet we mourn. Romeo, overwhelmed with sadness of Gullet’s supposed death, killed himself for her. They had only known each other for two days, however they share enough love for a lifetime, though both are now dead. Those who remember Juliet may recall her as but a frequent stargazer. When she was not helping in the orchard, she could be seen studying numerous star charts, foreseeing futures and bad fortune. Wherefore hath she not seen danger with thy Romeo? Perchance she had but no care except for thy one true love.

Dwelling in Verona for her only thirteen years, she was in no rush to grow up, no sudden need for love. Romeo was her first and only true love. When we hear by her say, “Romeo, Romeo, where art thou, Romeo? ” in the night, this we know is true. So true, in fact, that we know how faithful she was to her love. Didst she not drink the vial of potion, having so many doubts and fears for the future, all for the sake of true love? Hath she not risked punishment for marrying in secret? Hath she not chosen love for Romeo over loyalty to her family after Table was slain? This, we must remember about Juliet. She was but very dedicated to nothing but her true love.