A secondary source provides analysis, interpretation, and contextualization of primary sources, aiding historians in gaining a deeper understanding of a particular event.
A secondary source would be beneficial to a historian studying a particular event for several reasons. Firstly, a secondary source provides an analysis and interpretation of primary sources, offering insights, perspectives, and contextual information that may not be readily apparent from the primary sources alone. This helps historians gain a deeper understanding of the event by considering multiple viewpoints and evaluating the credibility and reliability of the information. Secondly, a secondary source can provide a broader historical context, placing the event within a larger framework of historical events, developments, and trends. This contextualization allows historians to examine the event's causes, consequences, and significance within a broader historical narrative. Additionally, secondary sources can offer a synthesis of research, drawing on multiple primary sources and other secondary sources, enabling historians to access a comprehensive overview and analysis of the event.Overall, secondary sources are valuable tools for historians as they provide critical analysis, contextualization, and synthesized information, enhancing the historian's understanding and interpretation of a particular event.
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In 35 words or fewer, how do you think the world has changed as a result of the Age of Exploration?
Answer:
It has helped connect the world and set the stage for colonization. The world has became more developed and connected as a result.
please hurry its a quiz
How did trade with European powers affect the Mughal Empire during the 17th century?
A It gave the Mughal military access to advanced European weaponry.
B It damaged the Mughal economy by reducing demand for local products.
C It caused Hindu populations living within the empire to violently revolt.
D t led Mughal leaders to pass reforms that protected freedom of religion for non-Muslims.
Answer: B It damaged the Mughal economy by reducing demand for local product
Explanation: YIPPPEE
You selected one historical hero and one historical villain in the previous tasks. In this task, you’ll use your research to compare and contrast these individuals and then share your findings in a presentation. While you should include some biographical information about each leader, make sure your presentation also compares and contrasts the leaders. Your presentation should include analysis of each leader’s legacy in history.
Here are some points to address as you create your presentation:
Use any presentation software available to you, such as PowerPoint or Prezi.
Give your presentation an appropriate title.
Write an introduction to your presentation that will help your audience understand the topic. Your introduction should include these elements: what makes a person a hero in history, what makes a person a villain in history, the names of the leaders you selected as a hero and a villain in history.
Compare and contrast the leaders you selected and their legacies in history. Use information you gained in your research from the two previous tasks. You can decide how to put together these sections of the presentation.
Follow these steps as you write your presentation:
Write about the leaders’ backgrounds (where and when they lived, the historical and political climate of the time, and so on).
Describe each person’s contribution to his or her country—positive or negative. Include the historical facts you found in your earlier research.
Explain each person’s legacy in history—positive or negative. Include the historical facts you discovered, along with your own analysis of these facts.
Give your personal opinion about each leader based on your research.
Write an appropriate conclusion. It should state your opinion as to why it is important to study both heroes and villains in history. Use your chosen leaders to explain this concept to your audience.
Add relevant and attractive images or media to accompany your presentation.
Include a works cited page listing and crediting the sources you consulted during your research.
Learn how to make an effective presentation. Your final presentation should be about three to five minutes in length (about 500–600 words). You can either hand in your presentation directly to your teacher or submit it along with this activity.
Create a presentation comparing and contrasting a historical hero and villain, including their backgrounds, contributions, legacies, and personal opinions.
Here are the steps for creating your presentation comparing and contrasting a historical hero and a historical villain:
Step 1: Choose a presentation software
Select a presentation software such as PowerPoint or Prezi to create your presentation. These tools offer various features to help you create visually appealing and organized slides.
Step 2: Give your presentation a title
Choose a suitable title that reflects the purpose of your presentation. It should be engaging and give your audience an idea of what to expect.
Step 3: Write an introduction
Compose an introduction that provides background information about what defines a person as a hero or villain in history. Mention the names of the historical hero and villain you have selected for comparison in your presentation.
Step 4: Compare and contrast the leaders
Create sections in your presentation to compare and contrast the backgrounds, contributions, and legacies of the historical hero and villain. Use the research you conducted in the previous tasks to gather information and present it in a clear and organized manner.
Step 5: Present the leaders' backgrounds
Provide details about where and when the historical hero and villain lived. Explain the historical and political climate during their time to help the audience understand the context in which these leaders emerged.
Step 6: Describe their contributions
Discuss the positive or negative contributions made by each leader to their respective countries. Use historical facts and information from your research to support your statements.
Step 7: Explain their legacies
Explore the lasting impact of the historical hero and villain in history. Analyze the historical facts you discovered and provide your own insights into their legacies.
Step 8: Share your personal opinion
Offer your personal opinion about each leader based on the research you conducted. Clearly state your perspective and support it with evidence from your findings. Be sure to maintain an objective and balanced approach.
Step 9: Write a conclusion
Craft a conclusion that summarizes the key points of your presentation and emphasizes why it is important to study both heroes and villains in history. Use your chosen leaders as examples to illustrate this concept to your audience.
Step 10: Add visuals and media
Enhance your presentation by incorporating relevant and visually appealing images, videos, or other media to accompany your content. Make sure the visuals align with the information you are presenting.
Step 11: Include a works cited page
Create a works cited page at the end of your presentation to list and credit all the sources you consulted during your research. Follow the appropriate citation style (e.g., MLA or APA) and provide accurate information for each source.
Step 12: Review and practice
Proofread your presentation to ensure it is free of errors and flows smoothly. Practice presenting it to ensure you stay within the desired time frame of three to five minutes.
By following these steps, you will be able to create a well-structured and informative presentation comparing and contrasting your selected historical hero and villain, while providing analysis of their legacies in history.
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Describe the major events between June 28 and August 12 that began World War I:
The major events between June 28 and August 12 that began World War I can be summarized as follows:
June 28, 1914: The assassination of Archduke Franz Ferdinand, heir to the Austro-Hungarian Empire, and his wife, Sophie, in Sarajevo, Bosnia. The assassination was carried out by a Serbian nationalist and sparked tensions between Austria-Hungary and Serbia.July 28, 1914: Austria-Hungary declared war on Serbia, marking the beginning of hostilities. This triggered a series of alliances and mobilizations among European powers.July 30, 1914: Russia, a supporter of Serbia, began mobilizing its forces against Austria-Hungary.August 1, 1914: Germany declared war on Russia and invaded Luxembourg as part of the Schlieffen Plan, a strategy to swiftly defeat France.August 3, 1914: Germany declared war on France and began the invasion of Belgium, violating its neutrality.August 4, 1914: Britain, bound by a treaty to protect Belgian neutrality, declared war on Germany. This marked the full engagement of major European powers in the conflict.These events set in motion the series of military actions and declarations of war that engulfed Europe and ultimately led to the outbreak of World War I. The assassination of Archduke Franz Ferdinand acted as the trigger, while the subsequent actions of the major powers turned the localized conflict into a global war.For more such questions on World War I
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identify one human activity that increased the amount of lead in drinking water
HELP MEEE YALL SMART ASH
The measures in the Treaty of Versailles included limiting Germany's soldiers and ships, prohibiting submarines and an air force, and preventing Germany from gaining weapons and war materials. Therefore, the correct options are (a), (d) and (f).
Three measures that were part of the disarmament effort outlined in the Treaty of Versailles were:
a) Limiting the number of Germany soldiers and ships:
The treaty imposed strict limits on the size of the German military, including reducing the number of soldiers and imposing restrictions on the size and tonnage of the German navy.d) Prohibiting Germany from having submarines or an air force:
The treaty explicitly prohibited Germany from possessing submarines or an air force. This was aimed at preventing Germany from developing offensive capabilities and maintaining control over the seas and skies.f) Preventing Germany from gaining weapons and war materials:
The treaty included provisions to prevent Germany from acquiring weapons and war materials. This was done to hinder Germany's ability to rebuild its military strength and launch aggressive actions in the future.It's important to note that while the Treaty of Versailles aimed to disarm Germany and prevent future conflict, it has been criticized for its harshness and its contribution to the conditions that led to World War II.
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Question:
In an effort to avoid a future war, the Treaty of Versailles called for Germany disarmament. Which measures were part of that effort? Select three answers.
a) Limiting the number of Germany soldiers and ships.
b) Banning all German military forces.
c) Dividing Germany into a number of smaller countries.
d) Prohibiting Germany from having submarines or an air force.
e) closing down Germany's factories.
f) Preventing Germany from gaining weapons and war materials.
how does thomas jefferson support the argument that the colonies should form their own government
Thomas Jefferson's support for the argument that the colonies should form their own government stemmed from his belief in individual liberty, self-governance, and the protection of natural rights. Through his writings, including the Declaration of Independence, and his advocacy for republicanism and limited government, Jefferson provided compelling arguments for the establishment of an independent government by the colonies.
Thomas Jefferson, one of the Founding Fathers of the United States, played a crucial role in supporting the argument that the colonies should form their own government. Jefferson expressed his support through various writings and actions, emphasizing principles of individual liberty, self-governance, and the rights of the people.
Jefferson's most notable contribution in support of forming a new government was his authorship of the Declaration of Independence. In this historic document, Jefferson eloquently articulated the colonists' grievances against British rule and asserted the inherent rights of individuals, such as life, liberty, and the pursuit of happiness. By declaring the colonies' independence, Jefferson provided a powerful justification for self-government and the establishment of a new political system.
In addition to the Declaration of Independence, Jefferson's political philosophy and writings further supported the argument for colonial self-government. He championed the idea of republicanism, which emphasized the importance of representative government and the participation of citizens in decision-making. Jefferson believed that a government should derive its power from the consent of the governed and that individuals should have the freedom to govern themselves.
Furthermore, Jefferson advocated for the protection of natural rights and the limitation of government power. He argued that governments are instituted to secure these rights and should be subject to the will of the people. Jefferson's emphasis on limited government and the need for checks and balances resonated with many colonists who were disillusioned with British rule and sought greater control over their own affairs.
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Question 1
The Indian Removal Act of 1830 forced most members of the Cherokee nation to relocate to which current U.S. state?
• Kansas
• Nebraska
• Oklahoma
Question 2
Which politician is credited with creating the template for the disciplined, patronage-based political party?
• Andrew Jackson
• Martin Van Buren
• Henry Clay
Answer: Oklahoma and Andrew Jackson
Explanation: Also known as the Trail of Tears. Andrew Jackson did this to free up farmland mostly in the south.
Survey of US History Detailed answer
Enormous transformations occurred in the Reconstruction South and in the era of the so-called Wild West. Focus on several groups affected by the changes in these regions and what were their similarities and differences regarding treatment by the United States?
Answer:
The Reconstruction South and the era of the Wild West were both periods of significant change in American history, marked by enormous transformations in society, politics, and culture. These changes affected various groups in different ways, and there were both similarities and differences in how these groups were treated by the United States.
During the Reconstruction South, which followed the Civil War, several groups were affected by the changes in the region. African Americans were granted citizenship and the right to vote by the 14th and 15th Amendments, and African American men were elected to political office in large numbers during this period. However, these gains were short-lived, as white supremacists in the South used violence and intimidation to prevent African Americans from exercising their rights. The rise of the Ku Klux Klan and other white supremacist groups led to a reign of terror in many parts of the South, and the federal government was unable or unwilling to provide adequate protection to African Americans. As a result, many African Americans were forced to flee the South in search of safety and opportunity elsewhere.
Another group affected by the changes in the Reconstruction South were poor white farmers, who were often left out of the political process and suffered from economic hardship. The federal government attempted to address this issue through the Homestead Act of 1862, which provided land to settlers in the West, but many poor white farmers in the South were unable to take advantage of this opportunity due to lack of resources or discrimination.
In the era of the Wild West, which coincided with the late 19th century, several groups were affected by the changes in the region. Native Americans were among the most affected, as their lands and resources were taken by white settlers and the federal government. The policy of Indian removal, which had begun in the 1830s, continued in the West, with Native Americans being forced onto reservations and subjected to violence and exploitation. The federal government also attempted to assimilate Native Americans into white American culture through programs like the Indian Boarding Schools, which were often abusive and traumatizing.
Another group affected by the changes in the Wild West were Mexican Americans, who had long been a presence in the region but were often discriminated against by white settlers and the government. The Treaty of Guadalupe Hidalgo, which ended the Mexican-American War in 1848, had guaranteed the rights of Mexican Americans in the West, but these rights were often ignored or violated. Mexican Americans were subjected to discrimination in housing, education, and employment, and were often denied the right to vote or hold political office.
In both the Reconstruction South and the era of the Wild West, marginalized groups faced significant challenges and obstacles in their quest for equality and justice. While some gains were made, violence, discrimination, and exploitation were all too common, and the United States often failed to live up to its ideals of freedom and democracy. It was not until much later, through the Civil Rights Movement and other social justice movements, that many of these injustices were fully addressed and overcome.
Question 1 of 10 How were Indigenous groups affected by the late 1800s migration within the United States? O A. Many Indigenous peoples were governed by settlers who ignored signed treaties. OB. Many Indigenous peoples were forced to move from the South to the Southwest. O C. Many Indigenous peoples were forced to move from rural areas to larger cities. OD. Many Indigenous peoples were confined to reservations not suited to agriculture.
Option(D) is the correct answer. Indigenous groups affected by the late 1800s migration within the United States is D. Many Indigenous peoples were confined to reservations not suited to agriculture.
During the late 1800s migration within the United States, Indigenous groups were significantly affected by policies and actions imposed by the federal government. One of the major outcomes was the confinement of many Indigenous peoples to reservations that were often unsuitable for agriculture.
As settlers moved westward, the U.S. government pursued a policy of Indian removal, seeking to clear Native American lands for white settlement. This resulted in the displacement and forced relocation of many Indigenous peoples from their ancestral lands to designated reservations. These reservations were often located in less desirable or marginal areas that were unsuitable for traditional agriculture or economic self-sufficiency.
The reservations provided limited access to fertile land, natural resources, and opportunities for sustaining their traditional ways of life. Many Indigenous groups faced severe challenges in adapting to the new environment.
Furthermore, the reservation system imposed by the federal government often resulted in the fragmentation of Indigenous territories and the loss of traditional land holdings. The lands allocated to reservations were typically smaller and did not reflect the vast territories that Indigenous groups had historically inhabited.
The confinement of Indigenous peoples to reservations not suited to agriculture contributed to economic hardships, limited access to resources, and increased dependence on government assistance. It disrupted traditional subsistence patterns, cultural practices, and social structures.
It is important to recognize that these policies and their consequences varied among different Indigenous groups and geographic regions.
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How were Indigenous groups affected by the late 1800s migration within the United States?
A. Many Indigenous peoples were governed by settlers who ignored signed treaties.
B. Many Indigenous peoples were forced to move from the South to the Southwest.
C. Many Indigenous peoples were forced to move from rural areas to larger cities.
D. Many Indigenous peoples were confined to reservations not suited to agriculture.
The knowledge and forced labor of enslaved African people helped:
A. create trade relationships with Indigenous peoples.
B. make large-scale farms in the South successful.
C. create a community of equality for all who lived there.
D. build manufacturing industries and factories.
Answer: B
Forced labor was primarly used in the south to run cash crop plantations
Which 1972 treaty between the U. S and USSR agreed to limit the number of nuclear weapons each country would produce in a year?
Answer:
The Stategic Arms Limitation Talks Agreement, or SALT was signed on May 26, 1972
Explanation:
Answer: SALT I
After a period of negotiations, the first treaty, known as SALT I, was signed on May 26, 1972. By signing SALT I, the US and the USSR agreed to a limited number of ballistic missiles, as well as a limited number of missile deployment sites.
Explanation: boom boom bad YIPPPEE
When and Where did Harlan Crow buy property from Thomas?
Following the Mexican-American War, Mexico experienced what? A. a major increase in its territory B. rapid economic growth C. the start of an industrial revolution D. a period of political instability
By 1989, the soviet union was:
Answer:
The Supreme Soviet of the USSR's upper chamber, the Soviet of the Republics formally dissolved the Union. The events of the dissolution also marked the major conclusion of the Revolutions of 1989 and the end of the Cold War.
Explanation:
Oberon wanted to get back the boy he got from a servant woman. Titania won't allow Oberon to get the boy back that's why he decided to cast a spell on her.
The scenario you mentioned refers to a storyline from William Shakespeare's play "A Midsummer Night's Dream." In the play, Oberon, the king of the fairies, and Titania, the queen of the fairies, are in a conflict over the possession of a young boy.
Oberon wants to obtain the boy because he serves as a page to Titania. The boy was initially under the care of a servant woman who passed away, and Titania, out of compassion, adopted him. However, Oberon desires the boy for his own service and insists that Titania hand him over.
When Titania refuses to give up the boy, Oberon becomes frustrated and decides to cast a spell on her. He orders his mischievous servant, Puck, to retrieve a magical flower whose juice, when applied to someone's eyes, causes that person to fall in love with the first creature they see upon awakening.
Oberon plans to use the flower's juice to make Titania fall in love with some kind of grotesque creature, thereby distracting her and weakening her resolve to keep the boy. By casting this spell, Oberon hopes to manipulate Titania's emotions and force her to surrender the boy to him.
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Why is it important for citizens to stay informed about the actions of elected officials
Answer: If an official performs poorly, it is up to the voters to replace him or her in the next election
Explanation: YIPPPEE
Answer:
Accountability: Staying informed allows citizens to hold elected officials accountable for their actions and decisions. Transparency: Being aware of elected officials' actions ensures transparency in governance and prevents corruption. Policy Influence: Informed citizens can engage in discussions and influence policies that affect their lives. Community Impact: Being informed helps citizens understand how elected officials' actions directly impact their communities. Safeguarding Democracy: Staying informed is crucial to recognize and address any threats to democratic values and institutions.Can anyone help with this?
Answer:
B. Many Pakistanis criticized their government for helping Western powers in the struggle against militant Islam.
Explanation:
Pakistans role in the fight against terrorism raise dad tension in the country because many Pakistanis criticized their government for helping Western powers in the struggle against militant Islam.
Hope this helps!
2. Consider how globalization, the growth of economic interdependence between nations, and the rise of new technologies are affecting social interactions and the environment in which we live. Use these details to analyze the chapter's Enduring Understanding statement: Political and economic relationships on a global scale can result in social and environmental changes.
The Enduring Understanding statement accurately reflects the impact of globalization, economic interdependence, and technological advancements on social interactions and the environment. The interconnectedness of nations through global trade, investments, and communication systems has led to profound political and economic relationships on a global scale.
Economically, globalization has facilitated the flow of goods, services, and capital across borders, enabling multinational corporations to expand their operations worldwide. This has created new job opportunities, increased access to products and services, and boosted economic growth in many regions.
Politically, globalized economies have necessitated the establishment of international organizations and agreements to regulate trade, finance, and governance. These institutions, like the World Trade Organization and United Nations, play a crucial role in shaping policies that impact social and environmental factors.
Moreover, the rise of new technologies, particularly in communication and transportation, has accelerated the pace of globalization. The internet and social media platforms have connected people across borders, allowing for instant communication, information sharing, and mobilization of social movements.
In terms of the environment, global economic interdependence has led to increased resource extraction, energy consumption, and waste generation. Industries seek competitive advantages by exploiting natural resources and often disregard environmental consequences.
In conclusion, the Enduring Understanding statement accurately reflects the profound social and environmental changes resulting from political and economic relationships on a global scale.
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Which idea had a major influence on the authors of the Articles of Confederation?
The idea of states' rights had a major influence on the authors of the Articles of Confederation.
The idea of limited central government and a strong emphasis on states' rights had a major influence on the authors of the Articles of Confederation. The framers of the Articles were wary of creating a powerful central authority that could potentially infringe upon the sovereignty of the individual states. They sought to establish a decentralized system where the states retained significant autonomy. This concept was rooted in the experience of the American colonies under British rule, which had led to a desire for local self-governance. The fear of a strong central government and the desire to protect states' rights were key factors that shaped the structure and provisions of the Articles of Confederation, leading to a system where the central government had limited powers and the states maintained considerable authority over their internal affairs.For more such questions on Confederation:
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Which two statements accurately describe the space shuttle Challenger?
Read the passage below, written by Dr. James McCune Smith, an American abolitionist. How does the author relate the Haitian Revolution to the American abolitionist movement? But his thoughts were bent on conquest of another kind; he was determined to overthrow an error which designing and interested men had craftily instilled into the civilized world, - a belief in the natural inferiority of the Negro race. It was the glory and the warrantable boast of Toussaint that he had been the instrument of demonstrating that, even with the worst odds against them, this race is entirely capable of achieving liberty and of self-government. He did more: by abolishing caste he proved the artificial nature of such distinctions, and further demonstrated that even slavery cannot unfit men for the full exercise of all the functions which belong to free citizens. 1
Dr. James McCune Smith relates the Haitian Revolution to the American abolitionist movement by highlighting the significance of Toussaint's accomplishments in challenging the belief in the natural inferiority of the Negro race.
In the passage, Dr. James McCune Smith relates the Haitian Revolution to the American abolitionist movement by highlighting its significance in challenging the belief in the natural inferiority of the Black race and proving their capability for liberty and self-government.
Dr. McCune Smith emphasizes that the Haitian Revolution, led by Toussaint Louverture, served as a powerful demonstration that the Black race, despite facing tremendous odds, was fully capable of achieving freedom and governing themselves.By overthrowing the oppressive system of slavery and abolishing caste distinctions, Toussaint showcased the artificial nature of racial hierarchies and the inherent capacity of enslaved individuals for the exercise of their rights as free citizens.By drawing parallels between the Haitian Revolution and the American abolitionist movement, Dr. McCune Smith argues that the achievements of Toussaint and the Haitian people directly challenged the prevalent notion of Black inferiority propagated by those with vested interests in maintaining slavery.It provided inspiration and a compelling example for abolitionists in America, reinforcing the belief that all individuals, regardless of race or status, were entitled to liberty and self-determination.
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C. Una fuerza de 285N acelera una moto y a su conductor a 5,2m/s2. ¿Cual es
la masa de la moto con el conductor en conjunto?
d- Determine la aceleración adquirida por un cuerpo de 2 kg de masa, sabiendo
que obre el con
hello what are the dates and how much is
during the mud 1800s Americans in the North and the South most disagreed over whether
Answer: If Slavery should be allowed in the new states is about e United States expanded in the 1800s, the North and South disagreed. Hence, option D is correct.
Explanation: YIPPPEEE
which of the following was a direct cause of job specialization in early human civililzations?
Answer: Trade caused people to specialize and a division of labor developed. Basic crops were first cultivated, and cloth was woven.
Explanation: YIPPPEE
Drag each tile to the correct box.
Match each organization with one of its goals.
American Indian
Movement
United Farm Workers
Ad Hoc Committee of
Concerned Steelworkers
Black Panthers
self-determination
arrowBoth
greater representation
in union leadership
arrowBoth
fair contracts
with employers
arrowBoth
development of
separate communities
arrowBoth
American Indian Movement - self-determination, greater representation in union leadership, fair contracts with employers, development of separate communities. United Farm Workers - fair contracts with employers, greater representation in union leadership. Ad Hoc Committee of Concerned Steelworkers - fair contracts with employers. Black Panthers - self-determination, development of separate communities.
American Indian Movement:
- Goal: self-determination
- Goal: greater representation in union leadership
- Goal: fair contracts with employers
- Goal: development of separate communities
United Farm Workers:
- Goal: fair contracts with employers
- Goal: greater representation in union leadership
Ad Hoc Committee of Concerned Steelworkers:
- Goal: fair contracts with employers
Black Panthers:
- Goal: self-determination
- Goal: development of separate communities
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The American Indian Movement sought self-determination, the United Farm Workers aimed for fair contracts with employers, the Ad Hoc Committee of Concerned Steelworkers aimed for greater representation in union leadership, and the Black Panthers aimed for the development of separate communities.
The American Indian Movement (AIM) sought self-determination for Indigenous peoples. They aimed to protect and restore tribal sovereignty, cultural traditions, and land rights. AIM advocated for the rights of Native Americans and fought against discrimination and mistreatment.
The United Farm Workers (UFW) focused on securing fair contracts with employers for agricultural workers. Led by figures such as Cesar Chavez, the UFW fought for better wages, improved working conditions, and the right to organize unions. They sought to improve the lives and rights of farmworkers, particularly those of Mexican and Filipino descent.
The Ad Hoc Committee of Concerned Steelworkers aimed to achieve greater representation in union leadership. This committee, formed within the steelworkers' union, advocated for increased participation of rank-and-file workers in decision-making processes, ensuring their voices were heard in union affairs.
The Black Panthers sought the development of separate communities as a means of addressing systemic racism and oppression faced by African Americans. They worked towards establishing community programs, providing education, healthcare, and social services to African American communities. The Black Panthers also advocated for self-defense and challenged police brutality.
In summary, the American Indian Movement aimed for self-determination, the United Farm Workers focused on fair contracts with employers, the Ad Hoc Committee of Concerned Steelworkers aimed for greater representation in union leadership, and the Black Panthers aimed for the development of separate communities to address social and racial injustices.
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__ vastly expanded Persian territories, establishing the___, which was the largest the world had ever seen.
Answer: Cyrus the Great; Persian empire
Explanation: Cyrus the Great vastly expanded Persian territories, establishing the Persian Empire, which was the largest the world had ever seen.
In the late 1800s, the purpose of the reservation system was to:___.
a. relocate Indigenous peoples and to provide land for White settlers. b. give Indigenous peoples more freedom to move from place to place. c. create a housing system to help Indigenous peoples assimilate. d. offer Indigenous peoples good farmland in exchange for relocation.
Answer: a
Explanation: the reservation system relocated indigenous people to areas like kansas so white settlers could move to the fertile lands of the great plains
Which of these political systems would have a "supreme leader"?
What is the most widely held ideal of the US political culture?
which of the following pieces of data would be the most helpful to a researcher who would like to study mortality rates in British cities during the industrial revolution?
"A set of newspaper articles listing the age of each deceased person in various British cities over several years" would be the most helpful to a researcher who would like to study mortality rates in British cities during the industrial revolution Therefore, the correct option is
(D).
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Question:
Which of the following pieces of data would be most helpful to a researcher who would like to study mortality rates in British cities during the Industrial Revolution?
A. A chart showing an increasing gap between the rich and poor starting in the Industrial Revolution
B. A list of the average salaries paid to workers at different factories in a large industrial city
C. A physical map showing the spread of railroad tracks across Great Britain during the 19th century
D. A set of newspaper articles listing the age of each deceased person in various British cities over several years