Which of the following describes how Native Americans were affected by the western expansion of the United States in the nineteenth century? Please choose the correct answer from the following choices, and then select the submit answer button. Peasants were allowed to grow crops of their choosing to sell on the open market. It enriched and strengthened the position of traditional local authorities that worked for the Dutch. Peasants who volunteered to participate in the system were not taxed by the state. It ultimately proved unprofitable for the Dutch government, which abandoned it.

d) Native American children were removed to boarding schools where they could be "civilized."

Explanation:

The United States government in the 19th century started a program of forcibly removing Native American children in order to send them to the boarding schools that were off-reservation far from their homes and legacies.

This program started under the excuse of "civilizing" Native Americans into society.

The schools tried to repress their identity, ideas, and values while adopting the English language, American lifestyle, and Christianity. This still impacts Native communities in the US.

If the question is "Which of the following was a feature of the cultivation system imposed in the Netherlands East Indies during the nineteenth century?"

The answer is "It enriched and strengthened the position of traditional local authorities that worked for the Dutch."

The Dutch East Indies was the Dutch colony of today's Indonesia. The mentioned cultivation system was the policy of this colony that required for agricultural goods to be devoted to export crops.

With this system, local authorities and elites that were working with the Dutch colonial government had bigger power and authority. Later on, this authority was abused by the local government as well as Dutch colonizers and was highly critiqued as unethical.

responsibilities im assuming

chronological thinking is an indispensable tool to structure a historical narrative and to give meaning to a sequence of events. the final section presents the results of a survey to test the chronological thinking of lower secondary school students carried out by the educational research institute.