PLEASE ANSWER THIS IN YOUR OWN WORDS!!!! THE GREAT DEPRESSION!!!

Answer:

Explanation:

There were several reasons that Japanese traditionalists had for disliking Western culture, particularly during the Meiji Restoration period (1868-1912), when Japan began to modernize and adopt Western-style institutions and practices. Some of these reasons include:

Cultural and Religious Differences: Many Japanese traditionalists saw Western culture as being fundamentally different from their own culture, with different values and beliefs. This included religious differences, as many Japanese were followers of Shintoism and Buddhism, while Western culture was predominantly Christian.

Fear of Losing Traditional Japanese Culture: Some traditionalists feared that the adoption of Western culture and values would lead to the erosion of traditional Japanese culture and identity. They saw Westernization as a threat to their way of life, and believed that it would lead to a loss of national pride and identity.

Political Concerns: Some traditionalists believed that the adoption of Western-style institutions, such as democracy and constitutional government, would undermine the power of the emperor and the traditional ruling class. They saw Westernization as a threat to the established social order and the traditional power structures of Japanese society.

Economic Concerns: Some traditionalists were concerned that the adoption of Western-style capitalism would lead to the exploitation of the poor and working classes, and that it would create a society that was focused solely on material wealth and profit, rather than on traditional values and virtues.

Overall, Japanese traditionalists saw Western culture as a threat to their traditional way of life, identity, and values, and were often resistant to the changes that came with modernization and Westernization.

1. It intensified throughout much of the world, leading to widespread independence movements.

2. Political expedience

3. Zionism

3. A revolution should arise out of a people's history.

4. He did not focus on human welfare programs.

5. Mahatma Gandhi

6. Complete independence

7. Increased American arms for the Israelis

8. Children are in harm's way due to acts of violence.

9. Their member nations reduce tariffs to trade with each other.

10. It has its own currency.

11. Domestic suppliers or businesses

12. It accelerated it significantly.

13. Tariffs

Regional trade blocs, such as the European Union and USMCA, most directly decrease tariffs.

These blocs are agreements between countries that reduce or eliminate tariffs on goods traded between them. This creates a more open and free market within the bloc, promoting trade and economic growth among member nations.

By reducing tariffs, regional trade blocs also aim to reduce trade barriers and promote the free flow of goods, services, and capital within the bloc.

This can lead to increased competition among domestic suppliers, which can be challenging for some businesses but ultimately benefits consumers with lower prices and better products.

While regional trade blocs may impact other factors such as immigration and tax rates, the most direct impact is on tariffs and trade barriers.

Overall, regional trade blocs aim to promote economic integration and cooperation among member nations while stimulating economic growth and development.

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Answer:

So you see, never judge a book by its cover.

Explanation:

The book is wrong.

America was beginning to establish itself as a major world power at the beginning of the 1900s, and as a result, its relations with the rest of the world were changing.

The building of the Panama Canal, which was driven by three factors—military, economic, and political—was a significant development during this time. Trade between the Atlantic and Pacific oceans was made easier by the canal, which was crucial to American commerce. However, there were numerous difficulties during the canal's construction, including medical issues, disease, and a lack of labour. America was beginning to establish itself as a major world power at the beginning of the 1900s, and as a result, its relations with the rest of the world were changing.  Foreign policy under President Theodore Roosevelt was referred to as the "Big Stick" policy. It placed emphasis on the use of force to defend American interests abroad. The Monroe Doctrine's Roosevelt Corollary, which declared that the US had the right to intervene in Latin America.

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Blackwater's actions would likely be justified as long as they serve their self-interest, which may or may not align with the common good

A company like Blackwater, a private military contractor, could potentially contribute to the common good by providing security services in areas where the state's capacity to provide such services is limited.

The company's involvement in controversial activities such as the Iraq War and accusations of human rights abuses raise ethical concerns.

From a Hobbesian realist perspective, the pursuit of self-interest is the primary motivating factor for individuals and organizations, including corporations.

Therefore, Blackwater's actions would likely be justified as long as they serve their self-interest, which may or may not align with the common good.

Ultimately, the answer to whether Blackwater could contribute to the common good depends on one's values and priorities.

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Answer:

The author's main argument is that the Constitution has become harder to amend even as it has become increasingly important to do so. The author argues that while the Founding Fathers did a good job drafting the Constitution, they could not have predicted the problems that the United States would face in the future. As time passes, it becomes more necessary to amend the Constitution to keep it up to date with changes in technology, society, and governance. The author suggests that the difficulty of amending the Constitution is a problem and implies that it needs to be made easier to do so in order to address the challenges faced by the country today.

The secret gentlemen's agreement that President Theodore Roosevelt worked out with the Japanese in 1907-1908 is known as the Root-Takahira Agreement.

The Root-Takahira Agreement was a secret agreement that was signed on November 30, 1908, between the United States and Japan. The agreement was signed by U.S. Secretary of State Elihu Root and Japanese Ambassador to the United States Takahira Kogorō.

The agreement was signed to improve the relationship between the two countries by resolving territorial disputes in Asia and the Pacific. It also allowed the United States to recognize Japan's dominance in Korea, while Japan agreed to respect American interests in the Philippines and the Open Door Policy in China.

The Root-Takahira Agreement was a significant diplomatic accomplishment that helped to reduce tensions between the United States and Japan. However, the agreement was controversial, as it allowed Japan to expand its influence in Asia at the expense of other countries.

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Answer:

Eric Foner's assertion that the consumer culture of the Progressive Era became the foundation for a new understanding of freedom as access to goods made available by modern capitalism has some validity. The rise of consumerism in the late 19th and early 20th centuries coincided with a period of significant social and economic change, including the growth of industrialization, urbanization, and mass production. As a result, Americans increasingly defined their identities through their consumption habits and the goods they owned.

The availability of consumer goods also became a symbol of progress and prosperity, as it provided access to a wider range of products and services. The desire for material wealth and comfort became a marker of success and an expression of individualism, which was central to the concept of freedom in American society.

However, it is important to note that this understanding of freedom was not universally accepted. Many critics of consumer culture argued that it promoted superficial values and undermined traditional values such as thrift, hard work, and self-reliance. They also argued that the emphasis on consumption perpetuated inequalities and encouraged people to define their worth based on their purchasing power, rather than on their inherent qualities as human beings.

Overall, while the consumer culture of the Progressive Era did contribute to a new understanding of freedom as access to goods made available by modern capitalism, this view was not universally accepted, and remains the subject of ongoing debate.

Explanation:

There is something to get you started ^^

I agree with Eric Foner's view that the consumer culture of the Progressive Era formed the basis for a new understanding of freedom as access to goods provided by modern capitalism. This reflects the shift from producer to consumer society, suggesting that access and consumption of goods has become a critical aspect of freedom.

Yes, I would agree with Eric Foner's assertion that the consumer culture of the Progressive Era laid the groundwork for a new interpretation of freedom as access to the bounty of goods supplied by modern capitalism. This alternative concept of liberty reflects the shift from a society dominated by producers to one dominated by consumers. It suggests that the ability to access and consume goods and services has become an important aspect of freedom.

This aligns with the broader societal shifts that took place during the Progressive Era, a time of rapid industrialization and urbanization. The rise of mass production and advertising during this period, coupled with increased purchasing power, effectively transformed the relationship between citizens and the economy. As a result, people’s access to created goods and services, their choice, and their ability to participate in the market became markers of liberty.

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Answer:

Which line from "What to the Slave is the Fourth of July?" supports Douglass's claim that the Fourth of July is not a cause worthy of celebration by all? Fellow-citizens, above your national, tumultuous joy, I hear the mournful wail of millions!

Forts existed in the American colonies at some stage in the 17th and 18th centuries to defend seaports from overseas navies and to shield the frontier from Native American attacks. They regularly performed necessary roles in the frontier struggle of the French and Indian War between 1754 and 1763.

Though Fort Stanwix used to be situated in New York, humans from many states helped to rebuild and shield it during the American Revolution. Because of this the citadel served not solely as an vital army post, however additionally as a location the place humans from 13 very unique states started to forge a countrywide identity.

Built by means of the Spanish in St. Augustine to defend Florida and the Atlantic trade route, Castillo de San Marcos National Monument preserves the oldest masonry fortification in the continental United States and interprets extra than 450 years of cultural intersections

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Based on the concept of wood defect, the type of defect that affects the lumber grading, in this case, is Knot.

Knot defect is a term that is used to describe the defects in timber, which occur when branches die off and the bases become enclosed by a second layer of wood.

Generally, Knot is considered a natural defect in the wood, and can create an interesting visual sight which is commonly seen on hardwood floors.

In this case, the oval shape depicts a form of knot defects in the wood.

Hence, in this case, it is concluded that the correct answer is Knot.

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Question

What defect that affects lumber grading is illustrated in the photo below?

Answer:

Explanation:

The Office of War Information (OWI) was a U.S. government agency created during World War II to promote patriotism, build support for the war effort, and counter enemy propaganda. Here are some potential SPICE outcomes at the end of the Office of War Information:

Social outcomes: The end of the Office of War Information may have had social implications, as Americans adjusted to a postwar society. The agency had played a role in shaping public opinion and creating a sense of national unity during the war, and its dissolution may have had an impact on how Americans viewed themselves and their country.

Political outcomes: The end of the Office of War Information may have had political implications, as well. The agency had been involved in shaping government messaging and propaganda during the war, and its dissolution may have signaled a shift in U.S. government priorities or strategies.

Intellectual outcomes: The end of the Office of War Information may have had intellectual implications, as Americans grappled with the legacy of wartime propaganda and the role of government in shaping public opinion. Some may have questioned the ethics of propaganda and its impact on democratic values, while others may have considered the challenges of communicating with a diverse and divided population.

Cultural outcomes: The end of the Office of War Information may have had cultural implications, as well. The agency had played a role in shaping American popular culture during the war, producing films, radio programs, and other media to promote patriotism and the war effort. The dissolution of the agency may have influenced American cultural production in the postwar years.

Economic outcomes: The Office of War Information was primarily a government agency, so its dissolution likely had limited economic consequences. However, some employees of the agency may have lost their jobs or had to find new employment after the war.

Answer:

Explanation:

The Office of Price Administration and Civilian Supply (OPACS) was an American federal agency that was responsible for regulating prices and rationing scarce goods and supplies during World War II.

The SPICE acronym stands for Social, Political, Intellectual, Cultural, and Economic outcomes, which are broad categories used to analyze historical events. Here are some potential SPICE outcomes at the end of the OPACS:

Social outcomes: The end of the OPACS meant that civilians had more freedom to purchase and consume goods without restrictions. This may have led to a sense of relief and gratitude among the American public, who no longer had to worry about rationing or price controls.

Political outcomes: The end of the OPACS signaled a shift away from government intervention in the economy, which was a controversial issue during World War II. Some Americans may have seen this as a victory for free market capitalism, while others may have been concerned about the potential for inflation or price gouging without government oversight.

Intellectual outcomes: The end of the OPACS may have sparked debates among economists and policymakers about the effectiveness of government intervention in the economy during wartime. Some may have argued that the OPACS was necessary to prevent hoarding and price gouging, while others may have criticized the agency for stifling innovation and market competition.

Cultural outcomes: The end of the OPACS may have affected American popular culture in subtle ways, such as through advertising and media. Companies may have used the lifting of price controls as a marketing strategy to promote their products, while filmmakers and writers may have incorporated themes of economic freedom or government intervention into their work.

Economic outcomes: The end of the OPACS had significant economic implications. With price controls lifted, some goods may have become more expensive or scarce, which could have impacted different sectors of the economy in various ways. Overall, the end of the OPACS signaled a transition to a post-war economy and the challenges that came with rebuilding after the war.

The Brown v. Board of Education ruling in 1954 was a landmark decision in the fight for civil rights in the United States. The ruling declared that segregation in public schools was unconstitutional and violated the Equal Protection Clause of the 14th Amendment. While the ruling was a victory for the civil rights movement, it was met with mixed reactions from different segments of society, as reflected in the excerpted newspaper editorials.

One editorial in The Richmond News Leader from May 18, 1954, argued that the Brown v. Board of Education ruling was an overreach of federal power and would lead to chaos and conflict. The editorial claimed that the ruling went against established legal precedent and would disrupt the long-held practice of separate but equal. The editorial stated, "This is not the first time that the Supreme Court has been deluded by the false theory that it has the power to reshape the Constitution."

In contrast, an editorial in The New York Times from the same day praised the Brown v. Board of Education ruling as a significant step towards ending segregation and achieving racial equality. The editorial declared, "The Supreme Court has taken a courageous step in affirming the principles of democracy." The editorial also acknowledged that the ruling would face resistance and that it would take time for it to be fully implemented, but it was a necessary step in the struggle for civil rights.

The Brown v. Board of Education ruling had significant effects on the larger civil rights movement. It paved the way for the desegregation of schools and other public spaces and challenged the legal basis of segregation. The ruling also inspired other civil rights activists to fight for their rights and encouraged them to use the legal system to do so.

However, the ruling also faced backlash from those who opposed desegregation and the civil rights movement as a whole. Some states even defied the ruling and refused to integrate their schools, leading to further legal battles and tensions between federal and state governments.

In conclusion, the Brown v. Board of Education ruling was a significant moment in the history of the civil rights movement in the United States. While it was met with mixed reactions, it marked a turning point in the fight against segregation and discrimination. The ruling's effects were far-reaching, impacting not only the education system but also other areas of society.

Answer:

The Brown v. Board of Education ruling was a landmark decision by the United States Supreme Court in 1954 that declared segregation in public schools unconstitutional. This ruling was a critical moment in the civil rights movement, and it had a significant impact on American society as a whole. While some newspaper editorials praised the decision, others were critical. This essay will examine the events that led to the ruling, as well as the effects of the ruling on the larger civil rights movement.

The Brown v. Board of Education ruling was the result of a legal challenge brought by the National Association for the Advancement of Colored People (NAACP) in 1951. The NAACP argued that segregation in public schools violated the equal protection clause of the 14th Amendment to the United States Constitution. The case was consolidated with several other cases from across the country that also challenged segregation in public schools. The Supreme Court heard arguments in the case in 1952, and the case was re-argued in 1953.

In its unanimous decision, the Supreme Court held that segregation in public schools was unconstitutional because it violated the equal protection clause of the 14th Amendment. The Court reasoned that separate educational facilities were inherently unequal and that segregation had a detrimental effect on the education and development of black children.

The Brown v. Board of Education ruling had a profound impact on the larger civil rights movement. The ruling was a critical victory for the NAACP and other civil rights organizations that had been fighting segregation for decades. The decision also gave a significant boost to the growing civil rights movement, which was gaining momentum in the 1950s.

One of the newspaper editorials that praised the Brown v. Board of Education ruling was published in The New York Times. The editorial argued that the decision was a victory for American democracy and that it would help to strengthen the nation's commitment to equal rights. The editorial also acknowledged that the ruling would be difficult to implement, but it called on Americans to work together to ensure that the decision was fully enforced.

Another editorial that took a different view was published in The Daily Oklahoman. The editorial argued that the Brown v. Board of Education ruling was an example of judicial activism and that it undermined the authority of state and local governments. The editorial also claimed that the decision would lead to chaos and conflict in the South.

Despite these criticisms, the Brown v. Board of Education ruling had a profound and lasting impact on American society. The decision paved the way for other civil rights victories, including the Civil Rights Act of 1964 and the Voting Rights Act of 1965. It also helped to inspire a new generation of civil rights leaders, including Martin Luther King Jr., who would go on to lead the movement in the 1960s.

In conclusion, the Brown v. Board of Education ruling was a critical moment in the civil rights movement, and it had a significant impact on American society. The ruling was the result of years of hard work by civil rights organizations, and it marked a turning point in the struggle for equal rights. While some newspaper editorials praised the decision, others were critical, but the ruling's impact was undeniable. It helped to pave the way for other civil rights victories and inspired a new generation of leaders to continue the fight for equality.

Answer:

One landmark court ruling during the Civil Rights movement was Brown v. Board of Education (1954). In this case, the United States Supreme Court declared that segregation in public schools was unconstitutional, overturning the "separate but equal" doctrine established in Plessy v. Ferguson (1896). The Court held that segregation in education created a feeling of inferiority among African American students and violated their right to equal protection under the law guaranteed by the Fourteenth Amendment. This ruling marked a significant victory for the Civil Rights movement, and set the stage for further legal challenges to segregation and discrimination in other areas of society.

Explanation:

Answer:

I think that the residents of beijing were very impressed and proud of the Forbidden City. It showed China's glory and capability of buidling. Although the residents weren't allowed to enter, they probably enjoyed the sight of it and loved the symbol of glory that it brought to them.

Answer:

B) The Philippines's attempt to gain independence after the U.S. annexed the islands.

Explanation:

The United States acquired the Philippines from Spain following the Spanish-American War in 1989. It is important to note that during this time, the Philipino's had already themselves been trying to fight for independence from Spanish rule. The acquisition of Philippines by the United States following the war without acknowledging the independence of the islands led to the Philippine-American War (1899-1902). The Philippine independence movement failed, and Philippine remained a US territory until 1935, when it gained autonomy, and 1946, when they gained full independence.

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The idea of Christian republicanism gained momentum after the American Revolution. The following statements describe this concept: The Christian republicanism concept believes in virtue, morality, and civic duty. The Christian republicanism concept is to ensure a free government.

The Christian republicanism concept believes that Christianity and the government are interdependent. The Christian republicanism concept believes in the power of education, especially religious education. The Christian republicanism concept believes that the government should encourage people to attend church and be religious.

After the American Revolution, many religious leaders began to embrace the Christian republican concept. They believed that America's future success was dependent on how virtuous and moral its citizens were.

It was based on the principles of classical republicanism, which emphasizes virtue, civic duty, and education. It believed that the government should be of the people, by the people, and for the people, ensuring that America is a free country.

It emphasizes the power of religious education and encourages people to attend church and be religious. This concept became very popular after the American Revolution.

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The United States' involvement in the Korean War marked the beginning of its long-term commitment to containing communism in Asia. The war, fought between communist North Korea and non-communist South Korea, was seen as a test of the U.S.'s commitment to its allies and its ability to resist communist aggression. The U.S. ultimately intervened to support South Korea, sending troops and military aid. Although the war ended in a stalemate, the U.S. maintained a significant military presence in South Korea and other countries in the region as part of its containment strategy. This commitment to containing communism in Asia was reinforced by subsequent events, including the Vietnam War and the Cold War more broadly, and continues to shape U.S. foreign policy to this day.

The United States' involvement in the Korean War, according to the Containment Policy, set a precedent for US's readiness to engage in armed conflict to stop the spread of communism. The division between North and South Korea affirmed the communist threat and led the U.S. to maintain a military presence in South Korea and extend containment efforts to other Asian countries, most notably Vietnam.

The United States' involvement in the Korean War indeed set the stage for its continued involvement in Asia to contain communism. This notion is rooted in the US's adoption of the Containment Policy, aimed at stopping the spread of communism globally. The Korean War was one of the first significant conflicts under this policy, and the subsequent military commitment demonstrated U.S.'s readiness to engage in armed conflict to achieve this goal.

The outcome of the Korean War didn't decisively quell communism in the region but rather affirmed the division between communist North Korea and democratic South Korea. Bearing witness to this division, and the ongoing threat of communism, the U.S. retained a significant military presence in South Korea and continued its containment efforts in other Asian countries, most notably Vietnam. This continued involvement in Asia in the name of preventing communism expansion is direct sequel to the stand it took during the Korean War.

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A documentary produced by (Public Broadcasting Service) International entitled "Chasing the Moon" and a video interview with Buzz Aldrin former American astronaut active with NASA from 1963-1971, would be considered a solid alternative non-written source for the space race.

Remember, when we say a non-written source, we are referring to a form of information that is not recorded in writing. This can include oral traditions, music, art, photographs, film, and other forms of media.

Hence, among all the options listed, the only solid or authoritative non-written sources are

Since the movie is based on some fiction it would not be considered solid enough.

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The missing options are:

Question 3 options:

1. A student made Prezi presentation entitled "Space Race"

2. A documentary produced by (Public Broadcasting Service) International entitled "Chasing the Moon"

3. video interview with Buzz Aldrin, former American astronaut active with NASA from 1963-1971.

4. The Hollywood movie, Apollo 13, with Tom Hanks

5. An online article housed on the nasa.gov website entitled "Launching the Space Race"

Answer:

Documentary is actual evets that happened, Drama is a made up story that could have happened during that historical time. The documentary is a record of factual events. It is the story of 'something' or the process of 'something'. On the other hand, drama is the imitation of life—a contrived story.

Explanation:

In a documentary, the truth is the story. A historical drama may take a nuanced approach to the truth. It might use a historical period as a backdrop for a story in which historical characters appear and act out fictionalized events.

Answer: Dramas often overexaggerate the facts

while documentaries include all the true and full facts without taking sides

Explanation:

A documentary says it how it is.

Answer:I think it means England's government or the Law.

Explanation: As stated in the Washington post "The British government still faces a daunting economic challenge."

The majority joined on the side of the Allies, including Serbia, Russia, France, Britain, Italy and the United States. They were opposed by Germany, Austria-Hungary, Bulgaria and the Ottoman Empire, who together formed the Central Powers.

What are the reasons of WW1?

The assassination of Archduke Franz Ferdinand of Austria-Hungary was the direct cause of World War I, bringing into play the alliances, imperialism, militarism, and nationalism stated above. The Archduke was assassinated in June 1914 by a Serbian nationalist terrorist organization known as the Black Hand.

Germany has received responsibility for invading Belgium in August 1914 despite Britain's assurances that it would be protected. Nonetheless, historians have the idea that the decision was popular based on the public festivities that followed the British and French declaration of war, and politicians are known to follow popular opinion.

The three days leading up to July 28th, 1914, saw the Russian Empire progressively enlist in World War I. This started when Serbia, a Russian ally, was declared at war by Austria-Hungary.

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Answer:

kdjhsifhai85wt84 . I am sure you have any

Answer: Both groups mostly lived in segregated areas of the city.

Explanation:

Answer:true

Explanation:

Answer:

Ivan the Terrible - e. brought French culture to Russian nobles, put down peasant revoltPeter the Great - d. opened a Russian "window to the West"Empress Catherine II - e. brought French culture to Russian nobles, put down peasant revoltKarl Marx - a. the German who wrote about his ideas on communismNicholas II - g. the czar of Russia during World War I, gave up the throneVladimir Lenin - f. led the Communist Bolsheviks, often called Father of the RevolutionJoseph Stalin - c. the "man of steel," ruled Soviet Union 1924-1953

Answer:

1. property that is or may be inherited; an inheritance

2. a special or individual possession; an allotted portion.

Explanation:

Sorry if this doesn't answer your question. Next time try to be more specific with your question.

The similarities and the differences that exist in the Ronald Takaki reading and the OWI film are stated below.

Similarities to OWI film:

Both the Ronald Takaki reading and the OWI film discuss the internment of Japanese Americans during World War II.

Both sources highlight the racism and discrimination faced by Japanese Americans during this time period.

They both mention the Executive Order 9066, which authorized the forced relocation and incarceration of Japanese Americans.

Both sources also touch on the impact that the internment had on Japanese American communities, including the loss of property, jobs, and personal freedoms.

Differences from OWI film:

The Ronald Takaki reading goes into more detail about the historical context of anti-Asian racism in the United States, tracing it back to the 19th century and the arrival of Chinese immigrants.

The reading also examines the legal framework behind the internment, specifically the Supreme Court case Korematsu v. United States, which upheld the constitutionality of the internment.

While the OWI film briefly mentions the resistance of some Japanese Americans to the internment, the Takaki reading provides more information on this topic, including the formation of the Fair Play Committee and the resistance at the Heart Mountain internment camp.

The reading also discusses the impact of the internment on the children of Japanese American families, who were often forced to attend segregated schools and faced discrimination even after the war.

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