mrs. p.l. (annie) garrow was a "full-blooded mohawk" who lived on the canadian side of akwesasne near the international boundary. she entered the us portion of the reservation at hogansburg, new york with twenty-four ash splint baskets that were dyed different colors. officials detained her and charged her a duty according to the 1930 tariff act.

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Answer 1

Mrs. P.L. (Annie) Garrow, a full-blooded Mohawk, resided on the Canadian side of Akwesasne near the international boundary.

She attempted to enter the US portion of the reservation at Hogansburg, New York with twenty-four ash splint baskets that were dyed different colors. However, officials detained her and charged her a duty based on the 1930 Tariff Act. The Tariff Act of 1930, also known as the Smoot-Hawley Tariff, was a protective measure enacted by the United States to increase tariffs on imported goods in an effort to protect domestic industries during the Great Depression. The act imposed duties on a wide range of goods, including handicrafts like the baskets Mrs. Garrow was carrying. As a result, she was required to pay a duty, which is a tax or fee imposed on imported goods. The exact amount of duty charged to Mrs. Garrow is not specified in the question.

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Related Questions

Which one of the following does not fit? find the odd one out: a. coins b. monuments c. fossils d. manuscripts

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The odd one out among the options provided is ''fossils''. So, the correct option is C.

Among the given options, coins, monuments, and manuscripts are all man-made artifacts or objects created by humans. Coins are currency used for transactions, monuments are structures built to commemorate events or individuals, and manuscripts are handwritten documents.

These three options share the common characteristic of being products of human craftsmanship and intention.On the other hand, fossils are not man-made objects but rather the remains or impressions of ancient plants, animals, or other organisms preserved in rocks or sediment. Fossils are natural relics that provide valuable insights into Earth's history and the evolution of life forms. Unlike coins, monuments, and manuscripts, fossils are not created or shaped by human hands but are formed through natural processes over millions of years.

Therefore, among the given options, fossils stand out as the odd one out due to their distinct nature as natural artifacts rather than man-made objects. Hence, the correct option is C.

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What attitudes people had towards the bantu education act and how people responded?

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Attitudes towards the Bantu Education Act varied, with some supporting the racial segregation it promoted, while others opposed it and fought for equal educational opportunities. Black African communities responded through protests, alternative schooling, and political activism.

The Bantu Education Act, implemented in South Africa from 1953 to 1979, aimed to segregate and limit the educational opportunities of black African students. Attitudes towards this act varied, with some individuals supporting it and others strongly opposing it. Here is a step-by-step breakdown of the attitudes and responses:

1. Supportive attitudes: Some white South Africans believed in the ideology of apartheid and saw the Bantu Education Act as a way to maintain racial segregation and control. They believed that limited education for black Africans would prevent them from challenging the existing social and political order.

2. Opposition attitudes: Many black South Africans and some white individuals opposed the Bantu Education Act. They recognized that it perpetuated racial discrimination and denied black African students the same quality of education provided to white students. They argued that education should be equal and accessible to all, regardless of race.

3. Responses to the Act: Despite the limitations imposed by the Bantu Education Act, black African communities and individuals responded in various ways:

a. Community resistance: Many communities organized protests, boycotts, and strikes against the Act. They sought to highlight the injustice of unequal education and fought for better educational opportunities for black students.

b. Underground education: In response to the inadequacy of the education provided under the Act, some black African communities established alternative educational institutions. These "underground" schools aimed to provide a comprehensive education that went beyond the limited curriculum mandated by the Act.

c. Political activism: The Act became a rallying point for political resistance against apartheid. Organizations like the African National Congress (ANC) and the Black Consciousness Movement mobilized support and called for the abolition of the Act, advocating for equality in education.

Conclusion in one line: Attitudes towards the Bantu Education Act varied, with some supporting the racial segregation it promoted, while others opposed it and fought for equal educational opportunities. Black African communities responded through protests, alternative schooling, and political activism.

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In what month does Australia celebrate Labor Day?

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The date of Labor Day in Australia varies by state, with Western Australia celebrating in March, South Australia and Queensland in May, and New South Wales, the Australian Capital Territory, Victoria, and Tasmania in October.

In Australia, Labor Day is celebrated on different dates depending on the state or territory. Here are the dates for Labor Day celebrations in each state:

1. Western Australia: Labor Day is celebrated on the first Monday in March.
2. South Australia and Queensland: Labor Day is celebrated on the first Monday in May.
3. New South Wales and the Australian Capital Territory: Labor Day is celebrated on the first Monday in October.
4. Victoria and Tasmania: Labor Day is celebrated on the second Monday in March.

To summarize in one line: The date of Labor Day in Australia varies by state, with Western Australia celebrating in March, South Australia and Queensland in May, and New South Wales, the Australian Capital Territory, Victoria, and Tasmania in October.

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Hich social class was made up of children who were born in the spanish new world to parents who had emigrated from spain?

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The social class made up of children who were born in the Spanish New World to parents who had emigrated from Spain is known as the Creoles.

The Criollos were individuals of Spanish descent who were born in the American colonies. They were distinct from the Peninsulares, who were Spaniards born in Spain and held the highest social status in the colonial hierarchy. The Criollos occupied a middle position in the social structure, below the Peninsulares but above other groups such as the Indigenous population, Africans, and people of mixed ancestry.

Being born to parents who had emigrated from Spain gave these children a certain level of prestige and access to privileges compared to other social groups in the New World. They often enjoyed better education, economic opportunities, and political influence compared to those of mixed or non-Spanish descent. The Criollos formed an important part of the colonial elite and played a significant role in the governance and administration of the Spanish colonies.

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