The city-states of the ancient civilizations of Maya were found throughout the area on map.
What are ancient civilizations?Ancient civilizations are societies and cultures that existed in the prehistoric or classical periods of human history. These civilizations were characterized by their advanced technological, social, economic, and cultural achievements, which have influenced the development of modern civilization. Examples of ancient civilizations include the Mesopotamian, Egyptian, Greek, Roman, Chinese, Indian, and Mayan civilizations, among others. These civilizations had their own unique political and social structures, religious beliefs, and artistic and architectural styles. They made significant contributions to fields such as mathematics, science, philosophy, and literature, which still have an impact on the world today. Despite their differences, ancient civilizations all shared a common desire to understand the world around them and improve their quality of life.
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HELP PLEASE!!! Imagine you are in Abraham Lincoln’s position - President of the United States during the Civil War. Write a speech to the currently divided nation. You must address the people of both the Union and the Confederacy. You must address the issue of slavery, and what can be done to limit or do away with its practice. You must address preserving the Union for the sake of the country moving forward. Think of this as a call for compromise. As a country moving forward, we must be united.
Requirements in length - 100-word minimum OR 10 sentence minimum
Answer:
My fellow Americans,
We find ourselves in the midst of a great and terrible conflict. Brother against brother, neighbor against neighbor, our nation is torn apart by the ravages of war. The Union is in peril, and the future of our great republic hangs in the balance. But I stand before you today to offer hope, to offer a vision of a better future, a future where we are united as one nation, indivisible, with liberty and justice for all.
Let me be clear: the issue at the heart of this conflict is slavery. It is a blight upon our nation, a stain upon our honor as a people. It is an evil that must be eradicated, and I pledge to you that I will do all in my power to bring it to an end. But we must recognize that this is a complex issue, one that cannot be solved overnight. We must find a way to do away with slavery in a manner that is just and equitable to all parties involved.
To my fellow citizens of the Confederacy, I implore you to reconsider your position. I understand that you believe that you are fighting for your rights, for your way of life. But I ask you to consider the greater good, to think of the future of our country. We must remain united, for the sake of all Americans, regardless of where they were born or what color their skin may be. We are all part of this great experiment in democracy, and we must work together to ensure that it endures.
To my fellow citizens of the Union, I ask that you show compassion and understanding towards those who have taken up arms against us. They are not our enemies, but our brothers and sisters, and we must seek to bring them back into the fold. We must find a way to bridge the gap between us, to build a stronger, more united nation.
In closing, let me say that I believe in the power of compromise. I believe that we can find a way to end this war, to bring an end to slavery, and to preserve the Union for generations to come. But we must be willing to listen to one another, to put aside our differences and work towards a common goal. I ask that you join me in this effort, that we may once again be a nation united, strong, and free.
Thank you, and God bless America.
Explanation:
How did the detonation of the Soviet Union's first atomic bomb impact people in the United States?
A: Many people became fearful of Soviet spies living within the United States
B: American politicians attempted to get the United Nations to ban development and use of nuclear weapons
C: People started to move to rural areas in preparation of a nuclear war with the Soviet Union
D: The United States and Soviet Union began talks to reduce the number of nuclear weapons
2. How did the idea of mutually assured destruction impact the relationship between the United States and Soviet Union?
A:The United States attempted to influence protests in European countries controlled by the Soviet Union
B:The Soviet Union attempted to defeat the United States economically instead of through the military
C:Each side started to negotiate a reduction in nuclear arms
D:Both sides fought proxy wars in former colonies instead of fighting each other directly
3. How did the communist Cuban revolution impact tensions between the United States and Soviet Union?
A:The Soviet Union attempted to force the United States to stop the Marshall Plan under threat of nuclear war
B:The United States responded by placing nuclear missiles in Turkey
C:An American blockade of Cuba almost led to nuclear conflict with the Soviet Union
D:Both sides started to fund radicals around the world in order to gain an advantage over the other country
4. How did President John F. Kennedy resolve the Cuban missile crisis with Soviet Premier Nikita Khrushchev?
A:The United States promised to end Marshall Plan funding in Eastern Europe
B:The United States removed missiles from Turkey
C:The United States gave the Soviet Union more voting power in the United Nations
D:The United States lifted the embargo on Cuba and other communist nations
5. How did the American response to the Berlin Wall's construction impact the Soviet Union?
A:The Soviets continued to spread communism to places like Cuba, Korea, and Vietnam
B:The Soviets started to build up their nuclear arsenal in an attempt to overpower the United States
C:The Soviet Union gave Eastern European countries more self rule
D:The Soviet Union restricted any western goods from entering communist markets
The correct answers to the given questions are:
D: The United States and Soviet Union began talks to reduce the number of nuclear weapons.
C: Each side started to negotiate a reduction in nuclear arms.
How did these happen?The detonation of the Soviet Union's first atomic bomb led to the United States and Soviet Union beginning talks to reduce the number of nuclear weapons. This was due to the fear of a potential nuclear war between the two countries.
The idea of mutually assured destruction led to each side negotiating a reduction in nuclear arms. Both the United States and Soviet Union recognized that a nuclear war between the two countries would result in mutual destruction, leading to talks about reducing the number of nuclear weapons.
The communist Cuban revolution led to an American blockade of Cuba, which almost led to nuclear conflict with the Soviet Union. The Soviet Union had placed nuclear missiles in Cuba, leading to a tense standoff between the two countries.
President John F. Kennedy resolved the Cuban missile crisis with Soviet Premier Nikita Khrushchev by removing missiles from Turkey. The United States had secretly placed missiles in Turkey, which had led to the Soviet Union placing missiles in Cuba. Removing the missiles from Turkey was a concession that allowed both countries to avoid war.
The American response to the Berlin Wall's construction was to continue to contain the spread of communism. The Soviets continued to spread communism to places like Cuba, Korea, and Vietnam in response to the United States' efforts to contain it.
The other answers are:
C: An American blockade of Cuba almost led to nuclear conflict with the Soviet Union.B: The United States removed missiles from Turkey.A: The Soviets continued to spread communism to places like Cuba, Korea, and Vietnam.Read more about communism here:
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Question 2(Multiple Choice Worth 5 points)
[06.05 MC]
Excerpt taken from The Historic Rise of Old Hickory by Suzanne B. Williams
Four major candidates ran in the 1824 election, all under the "Democratic-Republican" name. One of the candidates, Andrew Jackson, was already famous. In the 1780s, he earned the right to practice law and served in various offices of the state government, including senator. He earned the nickname "Old Hickory" for his toughness as a general during the War of 1812 and First Seminole War. Jackson supported slavery and "Indian removal." This earned him support from voters in southern and frontier states. The other three candidates were John Quincy Adams of Massachusetts, Henry Clay of Kentucky, and William Crawford of Georgia.
U.S. presidents are elected through the Electoral College. The Founding Fathers worried that Americans were too spread out to learn enough about the candidates. Under the Electoral College, Americans cast their ballot for the popular vote, which chooses the electors for each state. The number of electoral votes each state equals the number of representatives and senators combined. The candidates must win an absolute majority of electoral votes to win the election.
In 1824, Andrew Jackson won the popular vote, but he did not win it in each state. Jackson and Adams both won many electoral votes. Jackson won the most with 99. However, a candidate needs an absolute majority of electoral votes to win. In 1824, Jackson needed 131 to win. When there is not majority winner, the election goes to the House of Representatives. This has only happened twice in U.S. history.
Even though he won the popular vote and many electoral votes, Andrew Jackson lost the presidency in 1824. John Quincy Adams was the Secretary of State at this time. Henry Clay was the Speaker of the House of Representatives. Henry Clay, receiving the least, was left out. However, as a leader in the House of Representatives, he had influence over the other members. Clay openly hated Jackson and there were rumors that Clay made a deal with Adams in exchange for his support. The House election declared John Quincy Adams president. Soon, he chose Henry Clay to fill the seat he left vacant, Secretary of State. Jackson was shocked and enraged. Although there was no inquiry of possible wrongdoing, Jackson accused Adams and Clay of making a "corrupt bargain."
John Quincy Adams was a disappointment as president. Many of his goals created divisions like federal funds for internal improvement. Some states thought that taking federal funds would force them to follow certain rules. They felt this reduced their rights as independent states. Jackson took advantage of issues like this one to gather more support. More Jackson supporters found their way to seats in Congress. He was as a man of the people and said Adams could never understand the common man’s concerns.
John Quincy Adams ran against Andrew Jackson in the 1828 election. Personal attacks grew even more vicious, but Andrew Jackson appealed to many. He believed government was for the common man. He believed in strict reading of the law and limited internal improvements. He also believed in states’ rights.
Andrew Jackson easily won the 1828 election, winning both the popular vote and a majority of electoral votes. Historians note the sectional nature of the voting. Support for Jackson was concentrated in South while Adams’ support was mostly in the North. Jackson was so popular because he brought changes to the government. He also wanted to make sure the government was responsible for its actions. Jackson pushed settlement into the frontier. He supported the Indian Removal act. He also defended the spread of slavery. Though his support was heavier in the South, he was determined to keep a unified nation. The rise and presidency of Old Hickory is memorable to Americans today.
Which statement makes a true comparison of the 1824 and 1828 elections?
The losers in 1824 were the main candidates for president in 1828.
Sectional divisions were appearing in 1824 and very clear in 1828.
Candidates were more divided on the issues in 1828 than in 1824.
More people voted in the election of 1824 than they did in 1828.
The true comparison can be seen in the sentence "Sectional divisions were appearing in 1824 and very clear in 1828."
What was the great impact that the elections of 1824 and 1828 had?They reinforced the population's need to choose their political leaders.Strengthened the two-party system.He highlighted the political differences between the south and north of the country.In 1824 the country realized how influential sectional divisions were in national politics. This caused many politicians and parties to establish strategies that ensured greater relevance in parts of the country. This became even more relevant and strong in 1828.
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Document 5
#The Elementary Education Act, 1870, is a statute which is calculated, more than any other of recent times to elevate the masses of the people and is the result of many years agitation by the various relicious denominationa arul political parties in the State, The object which it wilt acecanplishenay be stated in a very few words. It will place an elementary school wherever there is a child to be taught, whether of rich or poor parents: and it will compel every parent and guardian of a child to have it
Questions :
How will the passage of this act change the workforce in Industrial Britain?
From the information in the document, and your own knowledge, what does this source indicate about the progress of the Industrial Revolution?
Answer:
Hello Cece, i saw your cry for help.
1. The passage of the Elementary Education Act, 1870, would have had a significant impact on the workforce in Industrial Britain. The act made it mandatory for all children between the ages of 5 and 12 to receive an education, which meant that many more children would be attending school instead of working in factories or other industries.
This would have led to a reduction in the number of children working in factories, which would have allowed for greater regulation of working conditions and hours for those who remained in the workforce. With more children receiving an education, there would also have been an increase in the number of skilled workers available in the future, which would have contributed to the growth and development of British industry.
Furthermore, the act would have helped to break the cycle of poverty that existed in many industrial areas, as education was seen as a way out of poverty and into more skilled and higher-paying jobs. This, in turn, would have helped to create a more stable and prosperous society in Industrial Britain.
2. The source specifically discusses the Elementary Education Act, 1870, and its potential impact on the education of children in Industrial Britain. While it does not directly address the progress of the Industrial Revolution, it does suggest that the state and various religious and political groups were concerned about the welfare and education of the working-class population.
The fact that there was a push for a law mandating education for all children, regardless of their socioeconomic background, indicates that there was recognition of the need for a more educated workforce in order to continue industrial growth and development. It also suggests that there was a growing awareness of the negative impact of child labor and a desire to address it through education and other measures.
Overall, the source provides some insight into the social and political context of the Industrial Revolution, but it does not provide a comprehensive analysis of the progress of the Industrial Revolution itself.
Explanation:
i hve never been wrong in my life! (*/ω＼*)
How is the Indus Valley Civilization and Mesopotamia civilization similar and different?
The Indus Valley Civilization and Mesopotamian civilization share some similarities but also have notable differences. Both civilizations emerged in river valleys, with the Indus Valley.
Similarities:
Both civilizations emerged in river valleys, with the Indus Valley Civilization situated in the Indus River Valley and Mesopotamian civilization situated in the Tigris and Euphrates River Valley.
Both civilizations developed sophisticated irrigation systems to support agriculture and increase food production.
Both civilizations developed writing systems, with the Indus Valley Civilization using a script that is still largely undeciphered, and Mesopotamian civilization developing cuneiform writing.
Both civilizations had extensive trade networks, with evidence of trade goods such as metals, precious stones, and luxury goods found at archaeological sites.
Differences:
The Indus Valley Civilization had a more centralized government and may have been a more egalitarian society compared to the more hierarchical Mesopotamian civilization.
The Indus Valley Civilization had a unique system of urban planning, with grid-like layouts and sophisticated sewage and drainage systems, while Mesopotamian cities were more chaotic and lacked such planning.
The Mesopotamian civilization had a more complex religious and mythological system with a pantheon of gods, while the Indus Valley Civilization's religion is less well understood.
The Indus Valley Civilization had less evidence of warfare and militarization compared to the more warlike Mesopotamian civilization.
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stalin was concerned about having a buffer between his country and western europe, especially germany. what did roosevelt get from stalin for agreeing to the compromise in eastern europe?
Roosevelt and Stalin agreed to the demand of having a buffer between the Soviet Union and Western Europe, specifically Germany, so that he could ensure peace after the war.
All these discussions took place at the Yalta Conference at the end of WWII. In exchange for agreeing to this demand, Roosevelt received concessions from Stalin on a variety of fronts, including Stalin's agreement to enter into the war against Japan and the formation of the United Nations.
The post-war geopolitical arrangementAdditionally, the negotiations established a post-war geopolitical arrangement in Eastern Europe, which allowed Stalin to maintain control of the region in exchange for guaranteeing the mentioned peace and security in the region. Also this defined part of the future scenery of the Cold War, which took several decades after the second world war.
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In 1492, Columbus arrived in North America. What century was that?the 2ndthe 13ththe 14ththe 15th
15th
Because the 15th century of the world was from January 1401 (MCDI) to 31 December 1500 (MD)
The clause iS vague but gives the national government responsibilities_ very broad grant of power t0 carry out it$ enumerated powers full faith and credit supremacy necessary and proper
The Clause you are referring to is the Necessary and Proper Clause, which is part of Article I, Section 8 of the United States Constitution. This clause grants Congress the power to "make all laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof." In other words, this clause grants Congress broad power to make laws necessary to carry out its other powers. The clause is vague but gives the national government responsibilities very broad grant of power to carry out its enumerated powers full faith and credit supremacy necessary and proper is referring to the Elastic Clause
.What is the Elastic Clause?The Elastic Clause refers to a clause in the United States Constitution's Article I, Section 8. It is also called the "Necessary and Proper Clause." The Elastic Clause specifies that Congress has the power to make any legislation that is necessary and proper to carry out the duties of the United States Government.According to the Constitution, the national government has been given limited powers. However, the Elastic Clause allows the government to extend its authority when required. It is known as the Elastic Clause because it allows the government to stretch its powers as and when required. In conclusion, the clause mentioned in the question is referring to the Elastic Clause that provides the national government with broad power to carry out its enumerated powers.
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the story of what happened in the battle of Moscow in 3 sentences
Answer:
The Battle of Moscow was a major military campaign of World War II, fought between October 1941 and January 1942. The German army, under the command of General von Bock, launched a massive offensive against Moscow, the capital of the Soviet Union. However, the Soviet Red Army, led by Marshal Zhukov, successfully defended the city and inflicted heavy casualties on the German forces, marking a turning point in the war on the Eastern Front.
Early on, Hitler joined the
Answer:
Deutsche Arbeiterpartei aka German Workers' Party
I think thats what your answer should be
Explanation:
Adolf Hitler's rise to power began in the newly established Weimar Republic in September 1919 when Hitler joined the Deutsche Arbeiterpartei (DAP; German Workers' Party). He rose to a place of prominence in the early years of the party.
b) explain one way in which the mass destruction of specific populations impacted societies after world war ii.
One way in which the mass destruction of specific populations impacted societies after World War II was by creating a demographic, environmental, psychological, and historical trauma, pain, fear, terror, and instability in people.
When a specific group of people is targeted for mass destruction, it can lead to the destruction of their social and cultural values. Which could include damage of their homes and their physical environment, and can take years or even decades to rebuild.
The consequences of violencePeople who experienced such violence and loss of their loved ones may suffer from PTSD and other psychological disorders. This can lead to behavioral changes, such as fear, anger, and even violence. The societal impact of mass destruction can be immense and long-lasting, often leading to generational trauma.
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as described in the passage, the pattern of economic development in russia in the nineteenth century differed most strongly from which other pattern of economic development during the same period? responses the emergence of resource export economies, such as those in colonial south asia the emergence of resource export economies, such as those in colonial south asia the expansion of transnational businesses, such as global banking and insurance companies the expansion of transnational businesses, such as global banking and insurance companies the implementation of economic policies to promote industrialization, such as the attempts to develop a cotton textile industry in egypt the implementation of economic policies to promote industrialization, such as the attempts to develop a cotton textile industry in egypt the transition from preindustrial to industrial production through the actions of private entrepreneurs or companies
The pattern of economic development in Russia in the nineteenth century differed most strongly from the transition from preindustrial to industrial production through the actions of private entrepreneurs or companies, such as the attempts to develop a cotton textile industry in Egypt.
About RussiaRussia, country that stretches over a vast expanse of eastern Europe and northern Asia. Once the preeminent republic of the Union of Soviet Socialist Republics (U.S.S.R.; commonly known as the Soviet Union), Russia became an independent country after the dissolution of the Soviet Union in December 1991.
Russia is a land of superlatives. By far the world’s largest country, it covers nearly twice the territory of Canada, the second largest. It extends across the whole of northern Asia and the eastern third of Europe, spanning 11 time zones and incorporating a great range of environments and landforms, from deserts to semiarid steppes to deep forests and Arctic tundra.
Russia contains Europe’s longest river, the Volga, and its largest lake, Ladoga. Russia also is home to the world’s deepest lake, Baikal, and the country recorded the world’s lowest temperature outside the North and South poles.
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After other smaller German states had instituted liberal reforms in their territories, a confrontation occurred between revolutionaries and the Prussian army in Berlin. As a result, King Frederick William of Prussia
After other smaller German states had instituted liberal reforms in their territories, a confrontation occurred between revolutionaries and the Prussian army in Berlin.
As a result, King Frederick William IV of Prussia, who had initially promised to support the liberal cause, ultimately rejected the demands of the revolutionaries and instead implemented more conservative policies.
The confrontation in Berlin took place in March 1848, when a group of revolutionaries demanded that the king grant civil liberties, including freedom of the press and the right to assemble. The king initially agreed to these demands, but as the situation became more volatile, he changed his stance and began to crack down on the revolutionaries. The Prussian army was called in to restore order, and a number of people were killed or injured in the ensuing conflict.
After the confrontation, Frederick William IV issued a new constitution that was more conservative than the one demanded by the revolutionaries. The new constitution granted some civil liberties, but also strengthened the power of the monarchy and restricted the ability of the people to participate in government. This marked the end of the liberal reforms that had been sweeping through Europe in the wake of the French Revolution and the beginning of a period of conservatism and reaction that would last for several decades.
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as a result of the renaissance, many european political powers were able to -- group of answer choices establish large overseas colonial empires. eliminate the power of the catholic church. take control of trade in the indian ocean. build an alliance against the ottomans.
As a result of the Renaissance, many European political powers were able to establish large overseas colonial empires.
The Renaissance, which began in Italy in the 14th century and spread throughout Europe in the following centuries, led to a resurgence of learning, creativity, and innovation. This intellectual and cultural movement spurred technological advancements and navigation techniques that allowed European powers such as Spain, Portugal, France, and England to explore and colonize new territories in the Americas, Africa, and Asia. These colonial empires provided new sources of wealth, resources, and power for European nations, which helped to solidify their position as major players on the global stage.
Therefore, as a result of the Renaissance, many European political powers were able to establish large overseas colonial empires.
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What battle formation was created by King Phillip the II
Answer:
Macedonian phalanx.
Explanation:
The Macedonian phalanx was an infantry formation developed by Philip II from the classical Greek phalanx, of which the main innovation was the use of the sarissa, a 6-metre pike.
which industry was most affected by the contributions of howard hughes, sr.?
Howard Hughes Sr. had a major impact on the oil and aviation industries. He founded the Hughes Tool Company and invented the two-cone roller bit, which revolutionized oil drilling, and founded the Hughes Aircraft Company, which developed and manufactured innovative aircraft, missiles, and other aerospace technology.
Howard Hughes, Sr., was most closely associated with the oil and gas industry. Howard Hughes, Sr., was an American businessman who made a significant contribution to the oil and gas sector, which is known as the industry that was most affected by his contributions. The following are some of the major contributions that Howard Hughes, Sr., made to the oil and gas industry:
1. Brought innovative oil drilling techniques into the oil industry.
2. He invented the tri-cone roller bit.
3. Hughes Tool Company (HTC): Hughes was also the founder of the Hughes Tool Company (HTC), which is a firm that specialized in the manufacture of drill bits, and it was this company that made him wealthy.
As a result, Howard Hughes, Sr., significantly contributed to the oil and gas industry with his innovative drilling techniques and the invention of the tri-cone roller bit.
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An Italian trader bought merchandise in China and now wants to return home with it. However, he doesn't want to return via the Silk Road. Choose all the spots on the route he can take to reach Italy
Sea route: The trader can send his product from a Chinese Italian port through sea. This route passes across the Mediterranean Sea, the Red Sea, the Indian Ocean, and the South China Sea. Depending on reach
A trader is a person or organisation that participates in the profitable purchase and sale of financial products like stocks, bonds, commodities, or currencies. Traders can either work for a financial organisation or for themselves, trading their own funds. To evaluate market trends, choose whether to purchase or sell, and control risk, they employ a variety of tactics. In order to help them make decisions, traders may specialise on a certain kind of financial instrument or market, such as stocks or foreign currency, and employ cutting-edge tools and technology. Strong analytical abilities, a thorough awareness of market dynamics, and the
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identify the statements that describe the marbury v. madison decision and its significance.
Answer:
Marbury v. Madison, decided by the United States Supreme Court in 1803, was the legal decision that established the use of judicial review. In that case, the Supreme Court found that Congress's Judiciary Act of 1789 was unconstitutional. The Supreme Court established the principle that it has the authority to declare a law unconstitutional and so null and void.
How did the industrial revolutions of the 18th and 19th centuries transform society?
The industrial revolutions of the 18th and 19th centuries brought about significant changes in society. It is worth noting that there were three industrial revolutions that spanned across the world.
These revolutions brought about significant developments that led to economic, political, and social transformation across the world.
What were the major changes brought about by the industrial revolutions?1. Economic transformation - The first industrial revolution (1760-1840) ushered in new technological advancements in the textile industry. The use of water power and steam engines revolutionized production, leading to increased productivity and efficiency. Factories became more widespread, leading to the establishment of industrial capitalism.
2. Social transformation - The industrial revolutions led to urbanization, as people moved to towns to work in factories. This led to the growth of cities and the emergence of a working-class. Women and children were also recruited into factories, leading to the transformation of family structures.
3. Political transformation - The industrial revolutions led to the rise of the middle class, leading to demands for representation and democracy. The revolutions led to the end of the old feudal system and the rise of constitutional monarchies.
The revolutions also led to the emergence of new political ideologies, including communism and socialism.
Conclusively, the industrial revolutions brought about significant changes across the world, leading to economic, social, and political transformation.
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One of the principal effects of 9/11 was instilling in Americans a fear that their personal security was at greater risk than ever before. Many aspects of the post-9/11 world are indeed new, but the fear it evokes echoes that felt by prior generations. At times the country has met those fears while still holding fast to its core democratic principles. Other times, fear has overruled American principles, especially the protection of individual freedoms. The most important legacy of the American experience following 9/11 will not be the novelty of fear, but rather how well the country copes with that fear while adhering to its constitutional framework. Given how searing the 9/11 experience was, it is sometimes hard to remember that prior generations of Americans didn’t always sleep soundly either. Pearl Harbor is an often-cited example, but it joins many other moments of intense fear in U.S. history. During the 40-plus years of the Cold War, American school children practiced "duck and cover" drills the way today’s kids might practice school lock-downs. As a teenage in the 1980s, I joined Sting in hoping we could avert a nuclear holocaust if "the Russians love their children, too."With the collapse of the Soviet Union, other threats in the United States soon appeared: the 1993 World Trade Center bombing, the 1995 Oklahoma City bombing, and the 1996 Atlanta Olympic Park bombing, to name just a few. During the 1990s, some in the military liked to refer to the United States as a "homeland sanctuary;" after 9/11, many talk about the end of that sanctuary.True, the country has experienced fewer external threats to its population than have most other nations. But it’s a misconception to think that the American sense of external threat is new.-Kathleen Hicks, "What Will Americans Do About Their Fear of Terrorism?" The Atlantic Monthly, 2016.The experience of those who lived through 9/11 needs to create which of the following outcomes, according to the author of the passage?a. Citizens should not let their fear of another terror attack override the country’s ability to adhere to the civil liberties protections outlined in the Constitution.b. Citizens need to acknowledge that the 9/11 attack was a unique event and work to develop a new strategy to combat future terror attacks.c. Citizens have to be willing to sacrifice some civil liberties in order to protect the country from future terrorist attacks.d. Citizens can rely on the government to develop plans to protect them in the event of a future attack on the United States.
A. Citizens shouldn't let their fear of another terrorist attack stop the country from upholding the Constitution's protections for civil liberties.
How does Constitution's protections for civil liberties?Civil liberties, which are guaranteed to every citizen as fundamental rights and freedoms, are protected by a number of safeguards in the Constitution. These safeguards consist of:
The Constitution: A set of fundamental rights that the government cannot violate were established by the first ten amendments to the Constitution, which were ratified in 1791.Fair treatment: Due process of law is guaranteed by the Fifth and Fourteenth Amendments of the Constitution. Protection for All: Equal legal protection is also guaranteed by the Fourteenth Amendment, which states that the government cannot discriminate based on gender, race, ethnicity, religion, or gender identity.To know more about Fundamental Rights, visit:
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How might your life be different had George iii accepted the olive branch petition
Explanation:
Britain's King George III, however, refused to receive the petition, which, written by John Dickinson, appealed directly to the king and expressed hope for reconciliation between the colonies and Great Britain.
describe the commonalities in the political philosophies of the three progressive presidents that held office between 1901-1921. provide specific examples to support your response.
Answer:
The three progressive presidents who held office between 1901-1921 were Theodore Roosevelt, William Howard Taft, and Woodrow Wilson.
Explanation:
The commonalities in their political philosophies are as follows:
They sought to increase the power of the federal government while also regulating industry, business, and labor. This was done in order to promote greater economic and social justice.
They were all strong advocates for the idea of a living Constitution that should adapt to the changing needs of society.
They aimed to reduce the power of political machines and make the political process more transparent and accountable.
They were in favor of increasing the government's role in social welfare programs, particularly in the areas of education, health care, and labor rights. Examples to support these commonalities are:
In 1906, Roosevelt signed the Pure Food and Drug Act, which was intended to safeguard the health of the American people by regulating the food and drug industry. Similarly, Taft signed the Mann-Elkins Act in 1910, which strengthened the Interstate Commerce Commission and the regulation of the railroad industry. Wilson, on the other hand, signed the Clayton Antitrust Act and the Federal Reserve Act, both of which were intended to strengthen the regulation of business and finance. In terms of social welfare programs, Roosevelt established the Department of Commerce and Labor in 1903, which was later divided into two separate agencies in 1913: the Department of Commerce and the Department of Labor. Taft signed the 16th Amendment, which established a federal income tax, in 1913. Wilson signed the Keating-Owen Child Labor Act in 1916, which was aimed at regulating child labor in factories and mines. These examples illustrate how the three progressive presidents worked to increase the power of the federal government, regulate industry and business, and improve social welfare programs in order to promote greater economic and social justice.
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The three progressive presidents who held office between 1901-1921 were Theodore Roosevelt, William Howard Taft, and Woodrow Wilson.
The commonalities in their political philosophies are as follows:They sought to increase the power of the federal government while also regulating industry, business, and labor. This was done in order to promote greater economic and social justice.
They were all strong advocates for the idea of a living Constitution that should adapt to the changing needs of society.
They aimed to reduce the power of political machines and make the political process more transparent and accountable.
They were in favor of increasing the government's role in social welfare programs, particularly in the areas of education, health care, and labor rights. Examples to support these commonalities are:
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Admitting territories as new states to the Union contributed most to tensions between the North and South by
A. gradually increasing the need for universal suffrage.
B. shifting representation from existing to new states.
C. upsetting the balance between free and slave states.
D. rapidly increasing the need for new roads and bridges.
Answer:
C. upsetting the balance between free and slave states.
Explanation:
Why did John.Calhoun believe the Tariff of 1828 was unconstitutional?
A.It favored one section of the country over another.
B. It put an end to the cotton trade with Great Britain.
C. It encouraged people to purchase cheap land in the West.
Answer:
A. It favored one section of the country over another.
Explanation:
Entries Write three journal entries as if you were living during the Great Depression. Each entry must be 3 full paragraphs and be sure to include the emotions the people were feeling talk about how people live during the dust bowl and stuff like that.
Answer:
Journal Entry 1: October 29, 1929
Today was a day that will go down in history. The stock market crashed and with it, all of our hopes and dreams for a prosperous future. The news spread like wildfire and panic set in. The value of stocks and bonds plummeted, and many people lost everything they had invested. My family and I were fortunate enough to not have invested in the market, but we still feel the effects of the crash. People are losing their jobs left and right and businesses are closing their doors. It's hard to imagine how we will survive this economic catastrophe.
To make matters worse, we are also living through the dust bowl. The skies are constantly dark with dust and the wind is relentless. The dust gets in everything - our clothes, our food, our lungs. It's hard to breathe and even harder to work. Farmers are struggling to grow crops and many are forced to abandon their farms. My family is lucky to have a small plot of land where we can grow some of our own food, but it's not enough to sustain us. We're doing our best to stay strong and hopeful, but it's becoming harder and harder every day.
Journal Entry 2: May 15, 1932
It's been three years since the stock market crash and things have only gotten worse. The country is in the grips of the Great Depression and it feels like there is no end in sight. Unemployment rates are at an all-time high and people are struggling to make ends meet. I've seen people begging on the streets and standing in long lines for soup kitchens. It's heart-wrenching to see the desperation in their eyes.
The dust bowl is still raging on and it's taking a toll on everyone. The soil is so dry and brittle that it's almost impossible to grow anything. We've had to resort to eating things we never thought we would, like cactus and tumbleweeds. The dust storms are getting worse and it feels like we're constantly fighting a losing battle against nature. But we're determined to survive. We're doing everything we can to keep our heads above water and help our neighbors do the same. It's a tough road, but we're not giving up.
Journal Entry 3: December 7, 1941
Today, our country was attacked by the Japanese. It's a day that will live in infamy. It's hard to believe that things could get any worse, but they have. The war has plunged us deeper into the Great Depression, as resources are diverted to the war effort. Rationing is now a way of life and everything from food to gasoline is in short supply. It's a struggle to make do with what we have, but we're making it work.
The dust bowl seems like a distant memory now, but we still bear the scars. The land is slowly recovering, but it will never be the same. We've learned to adapt to the changing conditions and to appreciate the little things in life. We've come a long way since the stock market crash of 1929, but we still have a long way to go. The future is uncertain, but we're hopeful that we can build a better world for ourselves and for future generations.
The three journal entries of the Great Depression period are given below:
The Journal EntriesJournal Entry 1: August 1, 1932
Today, I woke up feeling heavy-hearted. It's been years since the stock market crashed and the Great Depression began, but it seems like things keep getting worse. My family and I have been struggling to make ends meet. We've had to cut back on everything, and some days, we don't even have enough to eat. We've had to make do with what we have, and that's not much. The dust bowl hasn't helped things either. Every day, it seems like the dust gets worse. It's hard to breathe, and it's even harder to grow crops. Many farmers have lost everything. I can't help but feel hopeless sometimes, but I try to stay positive. I know that we'll get through this somehow. We have to.
Journal Entry 2: October 10, 1934
Things are getting worse. The dust storms are relentless. They come in waves, one after another, suffocating us and destroying what little we have left. It's hard to imagine life without them. The dust has taken over everything, and it's hard to remember what the world looked like before. The economy is still struggling too. Jobs are scarce, and even when you can find work, the pay is barely enough to survive. My family and I have had to move from place to place, searching for any kind of stability. It's a hard life, but we're not alone. Everyone is in the same boat. We all share the same struggles, the same fears, and the same hopes. We try to help each other out when we can, but there's only so much we can do. We're all just trying to make it through the day.
Journal Entry 3: May 5, 1938
It's been almost a decade since the Great Depression began, and things are finally starting to look up. The dust bowl has mostly passed, and the economy is slowly starting to recover. Jobs are starting to become available again, and people are beginning to feel hopeful about the future. My family and I have managed to hold on through the tough times, and we're starting to see some rewards for our perseverance. We've learned to be resourceful, to make do with what we have, and to be grateful for the little things. The Great Depression has taught us many lessons, and I hope that we don't forget them when times get better. I know that we still have a long way to go, but I feel hopeful that we'll get there. We've come a long way, and we can't give up now.
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after the civil war, southern states still controlled setting voter qualifications which permitted the creation of laws severely limiting and excluding black americans from voting.
After the civil war, southern states still controlled setting voter qualifications which permitted the creation of laws severely limiting and excluding black Americans from voting.
After the Civil War, the Southern states still controlled setting voter qualifications, and this permitted the creation of laws severely limiting and excluding black Americans from voting. This period was known as the Jim Crow era, which began in 1877 and lasted until the mid-1960s.
It was a time when many African Americans were barred from voting due to laws and regulations that aimed to prevent them from doing so.
These laws and regulations included literacy tests, poll taxes, and property ownership requirements, all of which made it difficult, if not impossible, for many African Americans to vote.
In some cases, even African Americans who met the qualifications required by law were denied the right to vote due to poll taxes, intimidation, or outright fraud. As a result, many black Americans were effectively excluded from the political process for many years.
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40. the french and indian war was fought throughout the american colonies during the mid-1700s. which of the following explains why the conflict is named the french and indian war?
The French and Indian War was fought throughout the American colonies during the mid-1700s. The conflict is named the French and Indian War because: there was a conflict between the French and British over the Ohio Valley region, and the Indians supported the French.
What is the French and Indian War?The French and Indian War is a military confrontation between the British colonies in America and the French Empire, in which the First Nations people played a significant part on both sides.
The war started in 1754 and concluded with the Treaty of Paris in 1763. This war is also recognized as the Seven Years' War. It was a result of longstanding commercial and political hostilities between Great Britain and France.
Why is it called the French and Indian War?The French and Indian War is named after the two primary participants: the French and the Indians. The Indian tribes provided assistance to the French because they were opposed to the increasing land claims by the British colonists.
Meanwhile, the French Empire hoped to increase its territories by taking over the vast Ohio Valley, located between the Appalachian Mountains and the Mississippi River.
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what does the vishnu schist tell you about the history of the grand canyon prior to the formation of the canyon itself? what is the order of events in the grand canyon? place the following events in the order in which they happened. rank from oldest to most recent events. view available hint(s)for part b resethelp most recent eventoldest event
To know about the history of Grand Canyon before its formation, one should analyze Vishnu Schist. The Vishnu Schist is a thick rock formation present in the Grand Canyon that dates back to Precambrian time.
The age of Vishnu Schist is estimated to be around 2 billion years old. The presence of the Vishnu Schist in the Grand Canyon region indicates that the formation of the Grand Canyon took place after the Vishnu Schist was formed.
Therefore, it is important in reconstructing the geological history of the canyon.Order of events in Grand CanyonThe order of events in the Grand Canyon happened as follows:
Deposition of sedimentary rocks in the Inner GorgeCreation of the Inner GorgeFormation of the Vishnu SchistUplift and tilting of the Grand Canyon region by tectonic forcesErosion of the plateau by the Colorado RiverMost recent event:
Deposition of sedimentary rocks in the Inner GorgeOldest event: Formation of Vishnu Schist.
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Labora un texto en el que le expliques a Julio qué tipo de utensilios usar para preparar comidas calientes o frías, brindando el sustento respectivo y explicando con detalle cómo llegas a esa conclusión. Además, explica cómo la tecnología ayuda en la elaboración de utensilios que se usan para alimentos calientes o fríos. Labora un texto en el que le expliques a Julio qué tipo de utensilios usar para preparar comidas calientes o frías, brindando el sustento respectivo y explicando con detalle cómo llegas a esa conclusión. Además, explica cómo la tecnología ayuda en la elaboración de utensilios que se usan para alimentos calientes o fríos
When it comes to preparing food, it's important to know what type of utensils are suitable for each type of dish.
For hot foods, cooking utensils that can withstand high temperatures without deforming or breaking are ideal. The most common ones are stainless steel, cast iron, or anodized aluminum pots and pans, which are durable and conduct heat well. Non-stick coated utensils, such as those with Teflon, can also be used to prevent food from sticking and make cleaning easier.
On the other hand, for cold foods, such as salads or frozen desserts, utensils that can maintain low temperatures over a period of time are needed. Ice cube trays, popsicle molds, and insulated salad containers are some examples of utensils that are used for cold foods.
Regarding technology, it has allowed for the creation of increasingly efficient and durable utensils. For example, induction cookware uses magnetic fields to generate heat directly in the base of the utensil, which reduces cooking time and energy consumption. Insulated containers, on the other hand, are designed with insulating materials that keep food temperatures constant for longer periods.
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What was the main purpose of the United Nations?
A. Stopping the spread of communism
B. Stopping the spread of capitalism
C. Helping former colonies develop
D. Preserving a lasting peace
D. Preserving a lasting peace.
