Students will independently compose two distinct essays exploring the diverse causes of the Cold War, focusing on political and economic factors.
Here are the steps for writing two different essays about the causes of the Cold War:
Essay 1: Political Causes of the Cold War
Step 1: Introduction
Provide a brief summary of the Cold War.
State your thesis statement, which should focus on the political causes of the Cold War.
Step 2: Origins of the Cold War
Discuss the ideological differences between the United States and the Soviet Union.
Highlight the contrasting political systems: democracy vs. communism.
Explain how these differences laid the groundwork for tensions and mistrust.
Step 3: World War II and the Emergence of Superpowers
Analyze the power dynamics between the United States and the Soviet Union after World War II.
Discuss the power vacuum left by European countries.
Explain how the United States and the Soviet Union emerged as the two superpowers.
Step 4: Truman Doctrine and Containment
Discuss the Truman Doctrine and its role in containing the spread of communism.
Explain the United States' policy of containment and its impact on the Cold War.Discuss key events such as the Marshall Plan and the Berlin Blockade.
Step 5: Arms Race and Nuclear Proliferation
Analyze the escalation of the arms race between the United States and the Soviet Union.
Discuss the development and testing of nuclear weapons.
Highlight the role of nuclear deterrence in shaping the Cold War.
Step 6: Proxy Wars and Global Influence
Explain how the Cold War played out through proxy wars in various regions.
Discuss conflicts such as the Korean War and the Vietnam War.
Analyze the global influence and competition for allies between the United States and the Soviet Union.
Step 7: Conclusion
Outline the main points discussed in the essay.
Restate the thesis statement and provide a concluding thought on the political causes of the Cold War.
Essay 2: Economic Causes of the Cold War
Step 1: Introduction
Provide a brief summary of the Cold War.
State your thesis statement, which should focus on the economic causes of the Cold War.
Step 2: Post-World War II Economic Challenges
Discuss the economic devastation caused by World War II.
Analyze the differing economic systems of the United States and the Soviet Union.
Explain how these economic challenges and disparities contributed to the Cold War.
Step 3: The Marshall Plan and Soviet Response
Explain the purpose and implementation of the Marshall Plan.
Discuss how the Marshall Plan aimed to rebuild Europe and contain communism.
Analyze the Soviet response, including the creation of the Molotov Plan and COMECON.
Step 4: Division of Germany and Berlin Blockade
Analyze the division of Germany into East and West.
Discuss the economic disparities between East and West Germany.
Explain the Soviet Union's blockade of West Berlin and its economic implications.
Step 5: Trade and Economic Competition
Discuss the trade restrictions and barriers between the United States and the Soviet Union.
Analyze the economic competition in areas such as technology, space exploration, and consumer goods.
Highlight key events such as the Space Race and the development of nuclear energy.
Step 6: Economic Consequences of Proxy Wars
Discuss the economic impact of proxy wars fought during the Cold War.
Analyze the costs of supporting allies and engaging in military conflicts.
Discuss the strain on the economies of both the United States and the Soviet Union.
Step 7: Conclusion
Summarize the main points discussed in the essay.
Restate the thesis statement and provide a concluding thought on the economic causes of the Cold War.
Remember to conduct thorough research, provide evidence and examples to support your arguments, and structure your essays logically.
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The enactment of the Magnuson Act in 1976:
a - focused more on sustainable yield approaches to U.S. fisheries.
b- opened up U.S. fisheries to foreign commercial interests.
c - allowed fishery managers to use economic and social factors to modify estimates of sustainable fish catches.
d - imposed restrictions on the amount of fish an individual could take.
The Magnuson Act, also known as the Magnuson-Stevens Act, was signed into law in 1976 by President Gerald Ford. The act covers all federal fisheries and their habitats in the United States' exclusive economic zone, which extends up to 200 miles from the coastline.
The Magnuson Act, also known as the Magnuson-Stevens Act, was signed into law in 1976 by President Gerald Ford. The act covers all federal fisheries and their habitats in the United States' exclusive economic zone, which extends up to 200 miles from the coastline.The Magnuson Act was primarily aimed at conserving and managing the nation's fishery resources and habitats in a sustainable manner. Among the provisions of the Magnuson Act are the following:The Magnuson Act requires the use of sustainable yield strategies for U.S. fisheries. In other words, fisheries are managed to ensure that they produce as much fish as possible while still allowing the population to regenerate and recover from overfishing.The Magnuson Act imposed restrictions on the amount of fish an individual could take. Fishermen were required to register for permits, and their catch was subject to quotas and size limits. The aim was to reduce overfishing and protect fish populations.Fishery managers could use economic and social factors to modify sustainable fish catch estimates. This allowed them to consider the economic and social benefits of fishing while still protecting fish stocks. The act also aimed to open up U.S. fisheries to foreign commercial interests. As a result, foreign fleets could only fish in U.S. waters if they had a valid permit. The permit was only granted if they agreed to comply with U.S. conservation and management rules.The Magnuson Act's enactment in 1976 was a major turning point in the United States' efforts to conserve and manage its fisheries. It aimed to balance the competing demands of commercial, recreational, and conservation interests while ensuring the long-term sustainability of fish stocks. The Magnuson Act's provisions have been updated and modified over the years, and the Act remains a cornerstone of U.S. fisheries management today. The response has more than 100 words and includes the terms "more than 100 words", "enactment", and "Act."
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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:
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
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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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.
Which of these political systems would have a "supreme leader"?
What is the most widely held ideal of the US political culture?
Question 3 of 30 Which statement best summarizes American business in the 1950s? OA. American companies found new markets both at home and overseas. B. Manufacturers struggled to return to civilian manufacturing, and many went bankrupt. O C. American companies faced increased competition from overseas companies that were willing to undersell them. OD. The construction industry benefited from increased home ownership, but other industries declined. SUBMIT
Option A is the correct option. Statement best summarizes American business in the 1950s is A. American companies found new markets both at home and overseas.
During the 1950s, American business experienced a period of economic growth and expansion. The end of World War II and the subsequent post-war boom led to increased consumer demand and prosperity. American companies capitalized on this favorable environment by finding new markets both domestically and internationally.
At home, the demand for consumer goods surged as the population experienced a rise in income and standard of living. American companies catered to this demand by producing a wide range of products, including appliances, automobiles, and other consumer goods.
Moreover, American companies also expanded their operations overseas, taking advantage of post-war rebuilding efforts in Europe and other regions. The Marshall Plan provided aid to European countries, leading to increased trade and investment opportunities for American businesses.
Overall, the 1950s marked a period of economic prosperity and growth for American business. Companies found new markets both at home and overseas, driving industrial production, consumer spending, and economic expansion.
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Which statement best summarizes American business in the 1950s?
A. American companies found new markets both at home and overseas. B. Manufacturers struggled to return to civilian manufacturing, and many went bankrupt.
C. American companies faced increased competition from overseas companies that were willing to undersell them.
D. The construction industry benefited from increased home ownership, but other industries declined.
What danger did farmers face in the 1870’s?
A. Losing their land and becoming tenant farmers
B. Being unable to collect debts
C. Being arrested for changing crops
D. Having too many crops
Answer:
A. Losing their land and becoming tenant farmers.
Explanation:
During the 1870s, many farmers in the United States faced the danger of losing their land and becoming tenant farmers. This was a result of various factors, including economic challenges, debt burdens, and changes in agricultural practices. Farmers often struggled with low crop prices, high interest rates, and difficulties in repaying loans. As a consequence, they could not meet their financial obligations, leading to foreclosure and the loss of their land. This forced many farmers to become tenants, working on land owned by others rather than being independent landowners. This period was marked by significant challenges for farmers, which eventually led to the rise of populist movements advocating for their rights and economic reforms.
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
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.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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Part 2
What is the contour interval?
In what direction is Maklaks Spring flowing (downstream)? How can you tell?
Which area is most steep of the areas enclosed in red, blue, green, or orange circles? How can you tell?
If you were standing on the east side of the feature that has its highest point of elevation at 6,168 (shown in the yellow square box), what graphic would most represent the shape or profile of the geographical feature?
Provide an approximate elevation for points W, X, Y, and Z (Z is pointing right to the line).
1. The contour interval is the vertical distance between contour lines.
2. The direction of Maklaks Spring's flow cannot be determined without additional information.
3. The steepest area cannot be identified without more specific details.
4. The shape or profile graphic depends on the specific feature mentioned.
5. Elevation for points W, X, Y, and Z cannot be provided without more information.
1. The contour interval is the vertical distance between contour lines on a topographic map.
It represents the change in elevation between adjacent lines.
2. To determine the direction of Maklaks Spring's flow (downstream), you would need additional information, such as the contour lines indicating the elevation and the shape of the surrounding terrain.
Without that information, it is not possible to determine the direction of the flow.
3. Without the visual representation of the map or the specific details of the areas enclosed in the red, blue, green, or orange circles, it is not possible to identify which area is the most steep.
The steepness of an area can be determined by analyzing the contour lines, with closely spaced lines indicating steep slopes.
4. Without a visual representation or description of the geographical feature, it is not possible to determine the most appropriate graphic to represent its shape or profile accurately.
5. Without the visual representation of the map or specific information about the points W, X, Y, and Z, it is not possible to provide approximate elevations for these points.
Elevation can be determined by examining the contour lines and their values on a topographic map.
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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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identify one human activity that increased the amount of lead in drinking water
2 potential consequences/effects if the erosion on LA's coast
Answer:
Swamps have been extensively logged, leaving canals and ditches that allow saline water to move inland. Canals dug for the oil and gas industry also allow storms to move sea water inland, where it damages swamps and marshes. Rising sea levels attributed to global warming have exacerbated the problem.
Explanation:
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
1. sketch a PPF of each country (note: you can only draw the slope, you can't determine the intercepts)
2. In the production of which good does Portugal have a comparative advantage
3. In which country will the average (the standard of living) be higher? In 1817, David Ricardo wrote the following,"England may be so circumstanced, that to produce the cloth may require the labour. of 100 men for one year; and if she attempted to make the wine, it might require the labour of 120 men for the same time. To produce the wine in Portugal, might require only the labour of 80 men for one year, and to produce the cloth in the same country, might require the labour of 90 men for the same time." a) using the information given, sketch the PPF of each country(note: you can only draw the slope, you cannot determine the intercepts). b) In the production of which good does Portugal have a comparative advantage? b) In which country will the average wage (the standard of living) be higher?
From the information given, it can be inferred that Portugal has a comparative advantage in the production of wine relative to England.
This can be seen when comparing the amount of labour required to produce a unit of each good. In Portugal, it takes 80 men one year to produce one unit of wine whereas it takes 120 men one year in England. On the other hand, it takes 90 men one year in Portugal to produce one unit of cloth whereas it takes 100 men one year in England.
Therefore Portugal is more efficient in producing wine, giving them the comparative advantage. As for the standard of living, England will have the higher average wage rate since the productivity of their labour force is higher in this scenario. This can be observed with the Production Possibilities Frontiers (PPF’s) of each country which would show a lesser slope in England’s PPF compared to Portugal’s, indicating greater productivity for England.
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The Question-
In the production of which good does Portugal have a comparative advantage?
In which country will the average (the standard of living) be higher? In 1817, David Ricardo wrote the following,"England may be so circumstanced, that to produce the cloth may require the labour. of 100 men for one year; and if she attempted to make the wine, it might require the labour of 120 men for the same time. To produce the wine in Portugal, might require only the labour of 80 men for one year, and to produce the cloth in the same country, might require the labour of 90 men for the same time." a) using the information given, sketch the PPF of each country(note: you can only draw the slope, you cannot determine the intercepts). b) In the production of which good does Portugal have a comparative advantage? b) In which country will the average wage (the standard of living) be higher?
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
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
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.
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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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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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.
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
VOCABULARY
Directions: Write the definition for each word in the middle column and draw a picture to represent each in the 3rd column.
A) Feudal System
B) Seris
C) Chivalry
D) 100 Years’ war
E) Common law
F) Magma carta
G) Crusades
H) Black Death
I) Czar
The feudal system is a type of socioeconomic doctrine characterized by exchanging land for military services.
A Series is a set of things that follows a pattern.
Chivalry is a code of conduct followed in medieval times that emphasized loyalty, honor, and courtesy.
The 100-Year War was an armed conflict that lasted from 1337 to 1453 with territorial disputes between England and France.
Common Law is the legal system created in England, based on customs and judicial decisions, without regard to any legislative statute.
The Magna Carta was a document signed in England that diminished the power and sovereignty of the English monarch.
The Crusades were religious campaigns of a military nature that sought to expel Muslims from the Holy Land.
Black Death was a pandemic that spread in Europe in the 14th century and caused deaths, panic, and social problems.
A Csar is the title given to the Emperors of Russia before the Russian Revolution.
Why is it important to know these definitions?To have a better vocabulary.To understand historical moments more efficiently.By understanding these definitions, an individual becomes more efficient in understanding historical periods, their consequences, and their influence in the modern world.
The individual also enriches his vocabulary becoming a possessor of better communication.
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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!
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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What was presidents Roosevelt response to kristallnacht
Answer:
President Roosevelt responded to Kristallnacht, or the Night of Broken Glass, by publicly condemning the violence and calling for an investigation into the incident. He also recalled US Ambassador Hugh Wilson from Germany in response to the Nazi treatment of Jews, and increased immigration quotas for refugees from Germany. The US Congress also passed a joint resolution condemning the “atrocities” and expressing support for the “civilized world”. Roosevelt’s response was considered relatively weak, however, in comparison to other democratic nations that sent troops to prevent similar episodes.
Explanation:
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
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.