Complete the following formative to study and review for the unit 2 exam
Match the following statements to the correct French Explorer:
| Draggable item | arrow_right_alt | Corresponding Item |
|---|---|---|
This explorer was the first European to travel up the Ottawa River | arrow_right_alt | Etienne Brule |
This explorer was brought to North America by Pierre de Monts | arrow_right_alt | Jacques Cartier |
This explorer was part of a cultural exchange with the Wendat | arrow_right_alt | Samuel de Champlain |
This explorer did not build any colonies in North America | arrow_right_alt | Jacques Cartier |
This explorer took First Nations peoples back to France with him | arrow_right_alt | Samuel de Champlain |
This explorer built alliances with the Montagnais and Algonquin peoples | arrow_right_alt | Samuel de Champlain |
This explorer lived in Quebec for 27 years | arrow_right_alt | Etienne Brule |
Which individuals would be at the very top, top, middle, and bottom of New France's social hierarchy?
Habitants
The Intendant
King of France
Seigneurs
The Captain of Militia
The Governor
The Bishop
Very Top of Social Hierarchy
Top of Social Hierarchy
Middle of Social Hierarchy
Bottom of Social Hierarchy
Sort the following roles in the Seigneurial System of New France
Collect rents
Farm the land
Manage lands
Pay rents to Seigneurs
Maintain Mills
Offer Protection
Provide corvee (unpaid labour) a few days per year
Seigneurs
Habitants
Imperialism was driven by four main motives: economics, religion, competition, and curiosity. Countries sought to expand their wealth through trade and acquisition of resources. Religion, often as a guise for cultural superiority, was used to justify the conquest of other societies. Nations also engaged in imperialism due to competition with other powers to claim territories. Lastly, curiosity spurred explorations into the unknown. These motives collectively fueled the imperialism era, drastically altering world history.
The competition motive referred to in the passage deals mostly with which of the following?
Match the motive to a likely related activity during imperialism.
| Draggable item | arrow_right_alt | Corresponding Item |
|---|---|---|
Religion | arrow_right_alt | Race to control most colonies |
Economic | arrow_right_alt | Spreading Christianity |
Competition | arrow_right_alt | Exploiting natural resources for trade |
Match this aspect of imperialism with the likely motive.
| Draggable item | arrow_right_alt | Corresponding Item |
|---|---|---|
To build an empire bigger than rival nations | arrow_right_alt | Religion |
Expanding territory for economic benefits | arrow_right_alt | Competition |
Spreading cultural beliefs for 'civilizing' purposes | arrow_right_alt | Economic |
Connect the motive of imperialism with its impact.
| Draggable item | arrow_right_alt | Corresponding Item |
|---|---|---|
Establishment of missionary schools | arrow_right_alt | Economic |
In depth exploration of new lands | arrow_right_alt | Religion |
Development of new trade routes | arrow_right_alt | Curiosity |
What was one positive economic impact for the King due to French colonies?
What was one negative social impact for the French colonists in the colonies?
What was a negative economic impact for the Indigenous peoples because of French colonies?
What was one positive social impact for the French colonists due to French colonies?
Which of the following terms most closely aligns with the passages use of "cultural superiority."