Growing and trading crops helped early Americans build complex societies.

A. True
B. False

Answer:

Consumer spending and business investment drive economic growth in the United States. A corporation that purchases a new manufacturing plant or invests in new technologies produces jobs, which leads to increased spending and economic growth. Other variables contribute to the growth of consumer and company expenditures.

Explanation:

My answer is correct because I looked through my textbook and did all I could! Thanks! Have a good one!

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The Hanford Site is one that is found on 586-square-miles of shrub-steppe desert in southeastern Washington State.

The site was established during to produce plutonium At its peak, the Hanford Site employed about 400 workers.

Where is Hanford site located?

The Hanford Site can be seen as in shrub-steppe desert found in southeastern Washington State. The site is known to make plutonium for the bomb that was used to bring an end to World War II.

At its peak, it is said to be home to 16 key facilities, such as  vast reservations of land in the States of Idaho, Nevada, etc.

Learn more about Hanford Site from

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Abolitionist hope this helps

Answer:

Southern

Explanation:

Southern political leaders' resistance to attempts by Northern antislavery political forces to block the expansion of slavery into the western territories.

It is very dry and hardly any food to eat

Nice people and welcoming. Dry Lang. Very hot weather

Answer A.) Battle if Lexington

This battle/phrase was so crucial due to it being the first fight of the American Revolutionary War.

Answer:

Its the battle of lexington

Explanation:

Answer: Hope this helped!!

Explanation: For most of its history Seattle was a segregated city, as committed to white supremacy as any location in America. People of color were excluded from most jobs, most neighborhoods and schools, and many stores, restaurants, hotels, and other commercial establishments, even hospitals. As in other western states, the system of severe racial discrimination in Seattle targeted not just African Americans but also Native Americans, Asian Americans, Pacific Islanders, people of Mexican ancestry, and also, at times, Jews.

This special section presents research that will surprise many Pacific Northwesterners. Included are maps, photos, documents, and newspaper articles that follow the history of segregation in Seattle and King County from 1920 until today.

Segregation maps:

Here is a set of detailed maps showing residential locations for Blacks, Chinese, Filipinos, Japanese, Jews, Hispanics, Native Americans, and Whites in Seattle from 1920-2010.  Follow the link above to view more than 70 demographic maps.

Racial Restrictive Covenants:

Was your neighborhood restricted? From the 1910s through the 1960s, many Seattle neighborhoods and King County suburbs practiced overt and total racial exclusion. White-only clauses and other restrictions (which sometimes excluded Jews as well as people of color) can be found today in property deeds for many many neighborhoods. We have collected over 500 restrictive documents on file in the King County Archives.

Restricted Neighborhoods Map:

This interactive map shows more than 200 subdivisions where deeds contained racial restictions. Filters allow you to see which neighborhoods excluded particular populations. And also to see the segregation work of particular developers and real estate companies.

Slideshow: Seattle's Segregation Story:

Telling the story of segregation practices from the late 1800s in photos maps, and short videos, this vivid slideshow clarifies the distinction between segregation as practiced in southern states and Seattle's version. And it reveals shocking facts about hospitals that would not treat patients of color, stores that would not serve African Americans or Asian Americans, and real estate firms that organized neighborhoods to keep them segregated. Teachers will find it perfect for introducing the subject.

How this project helped change state law:

On March 15,  2006, Gov. Christine Gregoire signed into law Senate Bill 6169, which makes it easier for neighborhoods governed by homeowners associations to rid themselves of racial restrictive covenants. Learn how this project helped launch the campaign. In 2018, the legislature added a new provision allowing property owners to strike racial restrictions from deeds and other property records.

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Answer:

hey I am not sure but I think the fourth option is the answer, property tax

the answer will for sure not be income tax. it says Washington is one of few states without personal or corporate income taxes

True, Abraham Lincoln as his presidential recal, he stopped slavery for a while, but what people don’t know is he owned a few of his own. But yes, he did have the authority to free enslaved people due to his President

The answer is d, the mathematicians constructed the complex buildings

D mathematicians, that’s the right answer

Answer:

    The Inquisitor tries to convince the church court members to convict Joan of her so-called acts of heresy.  While the argument of Joan’s fate ensues, the character of the Inquisitor comes into view.  The subtlety of misogyny arises through condescending, humiliating, and condemning speech, as the Inquisitor seems appalled by the very idea of a woman receiving divine divination from the Lord instead of a man.

     The excerpt begins with the Inquisitor appealing to the people as an experienced person on the matter of heresy, or even an authoritative being on said subject.  The claim is conceived in on the matter of heresy, or even an authoritative being on said subject.  The claim is conceived in line 2 where it is stated, “If you had seen what I have seen…” and in line 16 the Inquisitor says, “I have seen this again and again.”  By doing this the Inquisitor is gaining a reputable position and is trying to establish rapport with the members of the court.

Explanation:

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Exp explanation

This is true
I hope this helps

Answer:

Go to Slader.com and search up the book title it shows you the the answers

Explanation:

Answer:

c

Explanation:

The answer is c, in the passages of chapter 2 it will tell you all the other ones but not not one

The Rocky Mountains

The Rocky Mountains

Answer:

gained the  least- West Africa ,and Western Europe

gained the most -East Asia, and South Asia

Explanation:

hope this helps!

I think the answer is C

answer: it’s c
explanation:

Answer:

Explanation:

They were no longer 'slaves' after the 13th amendment but we're still not citizens of the U.S.A until the Fourteenth amendment took place.

Answer:

B. Their rights were protected by the Constitution.

In 1808, Napoleon turned on Spain, a previous ally, during the Peninsular War, forcing the abdication of the Spanish king and replacing him with Napoleon’s brother Joseph. This created a crisis and power vacuum in Spain that rippled out to its American colonies, including New Spain (Mexico).

The Mexican War of Independence was an armed conflict and political process that resulted in Mexico's independence from Spain. Local and regional battles that occurred at the same time and can be considered to be a revolutionary civil war were not one continuous, coherent occurrence.

The following are some factors that led to the Mexican War of Independence-

When Spanish liberals assumed power in 1820, the new government made reform commitments in an effort to appease the Mexican rebels. Conservatives in Mexico responded by calling for independence in order to maintain their privileged place in the country's society.

Vicente Guerrero and Agustin de Iturbide, the leader of the Royalist army, discussed the Plan of Iguala at the start of 1821. A sovereign constitutional monarchy was to be established in Mexico, the Catholic Church was to maintain its special status, and Mexicans of Spanish origin and pure Spaniards were to be treated equally. Pure or partially Indian Mexicans would have fewer rights.

Iturbide routed the last of the Royalist forces that stood in the way of freedom, and the new Spanish viceroy was forced to concede independence due to a lack of resources (money, supplies, and troops). On August 24, 1821, Spanish Viceroy Juan de O'Donoj signed the Treaty of Córdoba, authorizing a plan to change Mexico into a self-governing constitutional monarchy.

How the conquests of Napoleon act as a motivating factor for the independence movement in Mexico?

Napoleon's takeover of Spain at the beginning of the 19th century sparked uprisings throughout Spanish America.The "father of Mexican independence," Miguel Hidalgo y Costilla, started the rebellion in Mexico with his "Cry of Dolores," and his populist army came dangerously close to capturing the capital. He was captured and slain when he fled north in January 1811 after losing at Calderón.

However, after him came other peasant leaders like José Mara Morelos y Pavón, Mariano Matamoros, and Vicente Guerrero who commanded armies of indigenous and racial hybrid rebels against the Spanish and the Royalists. Ironically, it was a group of conservative Mexicans who were descended from the Spanish and were known as the Royalists who were successful in achieving independence. Ironically, it was a group of conservative Mexicans known as the Royalists who were descended from the Spanish who ultimately succeeded in gaining independence. When Spanish liberals assumed power in 1820, the new government made reform commitments in an effort to appease the Mexican revolutionaries. Conservatives in Mexico responded by calling for independence in order to maintain their privileged position in the country's society.

To learn more about Mexican war of independence click here-
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#SPJ2

Answer: Cause: The North blocked the Southern ports. Effect: Stopped the export of the Southern cotton overseas. Cause: Soldiers constantly needing weapons. Effect: Boosted the manufacturing of steel in the North. Cause: The enemy captured farmlands. Effects: Serious food shortage.

Answer: For Plato Users/Students

Explanation:

The North blockaded the Southern ports: stopped the export of Southern cotton overseas.The soldiers constantly needed weapons: boosted the manufacturing of steel in the North.The enemy captured farmlands: caused serious food shortages

For more information about Facing History and Ourselves, please visit ... are no other words that define me as well as those do. ... does Malik Marshall distinguish between the terms desegregation

Answer: best site to look this up is brainly.com your welcome

Explanation:

The answer to your question is D (the last)

This the answer is d

Answer:The second one

Explanation: just trust me

Police forces
Free education
Bus transportation

Police forces

Free education

Bus transportation

Answer: 2,3,4,5

Explanation:

Answer is 2,3,4,5 because it is right

Answer:

Because they thought they would become more powerful then others in doing so.

Answer:

A person who rules with complete power. Some countries had dictatorships in them before World War 2. 3 big dictators were Joseph Stalin, Bentio Mussolini, and Adolf Hitler.

Explanation:

Answer:

I think it would be A

Explanation:

Correct me if i'm wrong!

Answer:

A! taking the test rn  lol

Explanation:

Choices in Little Rock​ is a teaching unit that focuses on efforts to desegregate Central High School in Little Rock, Arkansas, in 1957—efforts that resulted in a crisis that historian Taylor Branch once described as "the most severe test of the Constitution since the Civil War."
The unit explores ​civic choices​—the decisions people make as citizens in a democracy. Those decisions, both then and now, reveal that democracy is not a product but a work in progress, a work that is shaped by the choices that we make about ourselves and others. Although those choices may not seem important at the time, little by little, they define an individual, delineate a community, and ultimately distinguish a nation. Those choices build on the work of earlier generations and leave legacies for those to come.
The Facing History and Ourselves Scope and Sequence
This unit is organized according to Facing History and Ourselves’ scope and sequence, which follows a specific progression of themes designed to promote students’ historical understanding, critical thinking, and social-emotional learning.
Each of the five parts in this unit corresponds with a stage of the Scope and Sequence:
● Part 1: Individual & Society​ represents the first stage of the scope and sequence. These lessons​ ​introduce concepts
central to the unit—identity, race, prejudice, racism, and choice. Students consider how identity can shape the choices
people make about themselves and others.
● Part 2: Segregation and Its Consequences​ explores issues of membership and belonging, the second stage of the Facing
History scope and sequence, by tracing the history of segregation in the United States and its social, legal, and political
consequences.
● Part 3: Choices in Little Rock​ begins the historical case study that constitutes the next stage of the scope and sequence by
examining the decisions that people in Little Rock and elsewhere made in response to ​Brown v. Board of Education​ during the 1957–1958 school year. Those decisions had consequences for the nation as well as the city of Little Rock and the state of Arkansas.
● Part 4: The “Lost Year”​ completes the case study by focusing on the 1958–1959 school year. That year, people in Little Rock had their first opportunity to vote on desegregation. In their first vote, they chose to close all public high schools in the city rather than allow integration. The schools remained closed until the fall of 1959 as voters considered and reconsidered earlier decisions.
● Part 5: Legacies ​completes Facing History scope and sequence by exploring issues of memory, legacy, and civic participation. These lessons explore the legacies of the ​Brown​ decision in Little Rock and elsewhere by examining the consequences of the choices made by people over 50 years ago. The culminating activity for the unit is an “informed action” that asks students to propose changes to their school communities using lessons learned from the historical case study.
1

The Pedagogical Triangle and Taking Informed Action
To Facing History, pedagogy is not a set of teaching techniques that can be used to get across particular ideas or encourage effective practice of specified skills. It is an active process of engaging young people with challenging content through an approach that builds the knowledge, skills, and dispositions of deep civic learning.
Facing History created the Pedagogical Triangle for Historical and Civic Understanding to serve as a touchstone for balanced program and lesson planning. The arrows between intellectual rigor, emotional engagement, and ethical reflection are bidirectional, as these processes strengthen each other. At the center is the students’ civic agency, their belief that their choices and actions can play a positive role in their peer groups, schools, communities, and larger world.
Using This Resource
This outline guides you through a unit using readings, videos, and other resources from​ ​Choices in Little Rock​ and its ​Writing Prompts and Strategies​ supplement. As you prepare for and teach this five-week unit, it is important to refer to the ​Choices in Little Rock​ ​unit​ ​for context necessary to help guide students from lesson to lesson and answer their questions. ​Unless otherwise noted, all page numbers listed in the outline refer to the C​ hoices in Little Rock​ unit.​
Pacing
Each row in the charts below corresponds roughly to a 50-minute class period, with 25 lessons in all. Since schedules, class period length, and the needs of individual classes and students vary, teachers will likely need to make adjustments to this plan to best suit their needs and circumstances. The teaching notes accompanying each lesson often provide suggestions for making adjustments to the lesson in order to abbreviate it or go deeper.
2
segregation?

Whites only schools was pretty much the norm back then. But when the “Little Rock 5” decided to be the fist African Americans to go to an “All White School”, it was hated on. Later on, it started to get more popularized and laws where passed since then to make schools more diverse.

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Answer:

my try at this question I guess (again if it is bad I sorry but at least I tried)

Explanation:

Dear mom

It has been a year since I left home for the American cause the battle field is littered with bodies of my fallen brothers in arms the pale of their dead faces shall haunt me forever. I feel a mix of emotions that I cannot place in one general feeling I feel sadness, fear, and anger at those darned southerners I will avenge those that came and fell before me and once this is all gone I will return home to you mother.Do not worry though mother I will survive and make it back to you back home in Ohio the outcome of this battle will determine the way the war shall go on from this point. General Lee has made mistake challenging us and trying to end this national crisis swiftly and his mistake has already appeared to have tipped the scales in our favor. Until then mom I will send a letter when this is all over from your loving son john.

Hey I tried don't judge

Based on the sources that I have reviewed, I believe that the diseases that where brought in was the most unifying force of Mayan culture because it helped them come together and also I think it put them in their place and helped them realize like hey we need to take better care of are people and make sure that no one that is coming in is getting are people sick. My reasoning behind this is that like I know that if this was happening to my area I would do everything I could to get my people safe and keep them from getting sick. The Mayan culture obviously did not have any medication or anything of that sort so the people that caught the disease died and it was a lot of people. So I know I would do everything in my power to keep everyone safe and healthy.


Hope this helps!!! I just did quick research

The Maya civilization was one of the most dominant Indigenous societies of Mesoamerica (a term used to describe Mexico and Central America before the 16th century Spanish conquest). Unlike other scattered Indigenous populations of Mesoamerica, the Maya were centered in one geographical block covering all of the Yucatan Peninsula and modern-day Guatemala; Belize and parts of the Mexican states of Tabasco and Chiapas and the western part of Honduras and El Salvador. This concentration showed that the Maya remained relatively secure from invasion by other Mesoamerican peoples.