At the beginning of the French Revolution, what kind of government were the people rising against?​

Answer:

Public Schools

Explanation:

The reforms of the Progressive Era had the most significant positive effect on the lives of Arkansans in the area of public schools. During the Progressive Era (1890s-1920s), there was a growing awareness of the need for public education as a means of promoting social and economic mobility. In Arkansas, Progressive Era reforms led to the establishment of a state board of education, the creation of a modern public school system, and the expansion of educational opportunities for both rural and urban students.

One of the key reforms in Arkansas was the passage of the 1905 Peay Education Law, which established a statewide system of public education and provided for the creation of county and district school boards. This law ensured that all Arkansas children, regardless of their social or economic background, had access to a basic education. Additionally, the Progressive Era saw the establishment of teacher training programs and the implementation of standards for teacher certification, which helped to improve the quality of education in Arkansas schools.

Another important reform was the expansion of vocational education programs, which provided training in practical skills and helped to prepare students for the workforce. This was especially important in Arkansas, where agriculture and industry were major drivers of the economy. Progressive Era reforms also led to the establishment of libraries, which provided access to educational resources for both students and adults.

Overall, the reforms of the Progressive Era had a significant positive impact on the lives of Arkansans, particularly in the area of public education. These reforms helped to create a modern public school system, expand educational opportunities, and improve the quality of education in the state.

Explanation:

Arkansas agreed and adopted many of the nation’s progressive reform elements, but they did so still holding on to the racism that existed in the state. There was a great need for change in the state due to the frontier ways of life fading away. People began moving into the cities in large volumes. During this time, Arkansas began to see its first major industries, being that of timber and mining. There were many inventions during the Progressive Era that made the way people lived different. Automobiles, airplanes, electricity, and movies were all inventions created during this time period. There were also major advances in science and medicine. There was a huge urge to adjust institutions to match the modern way of life. The urban middle-class demanded changes. More people had the time and money to devote to civil reforms. The results of the Progressive Reform Movement in Arkansas were very impressive.

Answer:

They wanted equality.

Explanation:

An alternative to legislative and legal challenges, direct nonviolent actions—such as sit-ins, boycotts, and strikes—allowed for broader public participation and brought faster results.

Answer:

Explanation:

Shares, also known as stocks, are units of ownership in a company. When you buy a share of a company's stock, you become a part owner of that company, and you have a claim on a portion of its assets and profits.

In historical terms, investors have been around for centuries. In the early days, investors were wealthy individuals who had the means to provide financial backing to new businesses or ventures. This often took the form of lending money to the business, or buying shares in the company in exchange for a portion of the profits.

Over time, as the stock market developed and became more accessible to the general public, anyone with the means to do so could invest in companies by buying shares of stock. Today, investing in the stock market is one of the most common ways for people to build wealth over the long term.

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Answer:

Claim: The Versailles Treaty helped cause World War II by punishing Germany with harsh reparations, territorial losses, and military limitations that fueled resentment and instability.

Evidence from Source 1 (History.com): "The Treaty of Versailles punished Germany with massive territorial losses, military restrictions, economic reparations, and a guilty verdict that led to political turmoil and resentment."

Reasoning: The treaty's harsh terms left Germany humiliated and economically devastated, fueling anger and frustration among Germans who saw the treaty as unfair and punitive. This resentment led to political instability and the rise of extremist parties, such as the Nazi Party, who capitalized on the public's anger and promised to restore Germany's power and prestige.

Evidence from Source 2 (Britannica): "The Treaty of Versailles, by imposing punitive territorial, military, and economic provisions on Germany, laid the groundwork for the rise of fascist leader Adolf Hitler and the outbreak of World War II."

Reasoning: The treaty's punitive measures undermined Germany's fragile democracy and allowed extremist groups, such as the Nazi Party, to gain power and support. Hitler, who rose to power in part by exploiting the public's anger over the treaty, used Germany's economic and political instability to justify his aggressive foreign policy and eventual invasion of neighboring countries.

Answer:

Claim: The Versailles Treaty helped cause World War II.

Evidence from source 1: "The Treaty of Versailles, which ended World War I, was drafted to prevent future wars by making Germany pay for the damage it had caused. The treaty, however, ended up creating resentment and economic problems in Germany that eventually led to the rise of Adolf Hitler and the start of World War II." (History.com, "Treaty of Versailles")

Reasoning: This evidence supports the claim that the Versailles Treaty helped cause World War II by showing that the treaty created conditions in Germany that were conducive to the rise of Hitler and the Nazi party, who ultimately started the war. The economic burdens placed on Germany by the treaty caused significant unrest and instability, which Hitler was able to exploit to gain power.

Evidence from source 2: "The Treaty of Versailles was a harsh treaty that required Germany to pay for the damages caused by the war, give up land and disarmament, and accept full responsibility for starting the war. The German people felt humiliated and resentful, which made them more susceptible to the propaganda of extremist political groups." (The National WWII Museum, "Treaty of Versailles")

Reasoning: This evidence supports the claim that the Versailles Treaty helped cause World War II by demonstrating that the treaty created a sense of humiliation and resentment in Germany that made the population more receptive to extremist political ideologies. The harsh terms of the treaty made the German people feel unfairly punished and contributed to a sense of nationalism that Hitler and other extremist groups were able to exploit.

Overall, these sources show that the Versailles Treaty played a significant role in creating the conditions that led to World War II. The treaty's harsh terms and economic burdens created resentment and instability in Germany, which Hitler and other extremist groups were able to exploit to gain power and ultimately start the war.

The Aztec need for victims for sacrifice created resentment among the conquered peoples and resulted in frequent uprisings, which made it difficult to control the empire. To counter this, the Aztecs had to shift their military tactics towards maintaining a more significant standing army to quell rebellions.

Answer:

no 4 is the answer please

From about 1792 and 1824, the United States had a political party structure known as the First Party System. It included two national parties vying for power in the states, the federal government, and the president.

The office of president of the U.S. also: the American governmental institution encompassing the office of president and other accompanying administrative and policy-making agencies.: the term during which a president occupies office. 3.: the conduct or duties of the presider.

What does it mean to be in the presidency?

He has declared that he's running for office, which is the duty of being president in general. She easily defeated her rival for the presidency. There are now just two leading contenders for the presidency.

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Answer:

Petitions: citizens can create and sign petitions calling for specific laws to be created or changed. If a petition receives a significant number of signatures, it can catch the attention of Congress and motivate them to take action.

Rallies and protests: organized rallies and protests can bring attention to issues and show Congress the intensity and size of public support for a particular cause.

Contacting representatives: citizens can contact their elected representatives through phone calls, emails, or letters to express their support for a particular issue and to urge their representative to support related legislation.

Media coverage: when an issue receives extensive media coverage, it can raise public awareness and bring pressure on Congress to act.

Overall, public opinion can play a significant role in shaping policy and influencing Congress to create new laws.

Explanation:

A typical Chinese person during Mongol rule in the thirteenth and fourteenth centuries would have experienced a period of unrest and upheaval.

The fourteenth century was a period of immense changes in the world. It was a time of exploration and discovery, when the boundaries of knowledge were pushed outward and new ideas and innovations began to emerge. In Europe, the Hundred Years' War between England and France began, and the Black Death ravaged the continent. In China, the Ming dynasty began and the Great Wall of China was constructed. In the Middle East, the Ottoman Empire expanded, and the Mamluk Sultanate was established in Egypt.

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Answer:

It's D!

Explanation:

In the election of 1972, President Nixon won a second term in a landslide victory, defeating his Democratic opponent, George McGovern. Nixon carried every state except Massachusetts and the District of Columbia and won over 60% of the popular vote, making it one of the most decisive victories in US electoral history. Nixon's campaign emphasized his foreign policy accomplishments, including the opening of diplomatic relations with China, as well as his law-and-order platform, which appealed to many voters who were concerned about social unrest and crime. Additionally, Nixon's campaign was well-funded and highly organized, which helped him to effectively mobilize his supporters and reach a broad range of voters. Overall, Nixon's overwhelming victory in the election of 1972 was due to a combination of factors, including his effective campaigning, popular policies, and favorable political and economic conditions.

Why it's not be the other options:

It is not A, B, or C because these descriptions are not accurate in describing the election of 1972, where Nixon was up for re-election.

A. Overwhelming failure by Nixon - This description is not accurate as Nixon won the election with a large margin, receiving over 60% of the popular vote and carrying every state except Massachusetts and the District of Columbia.

B. Unexpected win for Nixon - This description is not accurate as Nixon's victory in the election of 1972 was not unexpected, as he was an incumbent president running for re-election and had significant accomplishments during his first term.

C. Surprise loss for Nixon - This description is not accurate as Nixon did not lose the election, but rather won it with a landslide victory.

Therefore, the only accurate description for the election of 1972 where Nixon was up for re-election is D, "Landslide victory for Nixon."

Answer: call attention to a serious problem. which of the following best describes the relationship between the first and second sentences of the passage.

Answer:

The correct answer is A. Rollback

Title 1 - Barred unequal applicatiοn οf vοter registratiοn requirements.

Title 2 - Nο discriminatiοn based οn race, cοlοr, religiοn οr natiοnal οrigin in public accοmοdatiοns; exempted "private" clubs.

Title 3 - Prοhibited state and municipal gοvernments frοm denying access tο public facilities οn grοunds οf race, cοlοr, religiοn, οr natiοnal οrigin.

The Civil Rights Act of 1964 prohibits discrimination on the basis of race, color, religion, sex, or national origin in employment, public accommodations, education, and federally-assisted programs. It also prohibits retaliation against individuals who oppose discriminatory practices or file complaints under the Act.

The Civil Rights Act of 1964 was based on the need to address and rectify the widespread discrimination and segregation that existed against racial minorities in the United States, particularly in the Southern states. It aimed to establish equal rights and opportunities for all citizens.

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Complete question:

Match the fοllοwing scenariοs/situatiοns with the cοrrespοnding pοint οf the civil rights act οf 1964.

Explanation:

The power of the government through the use of eminent domain, to take private property and convert it into public use, is referred to as a taking. The Fifth Amendment provides that the government may only exercise this power if they provide just compensation to the property owners.

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Answer:

Who founded the Persian Empire? Cyrus

the  Battle of Salamis was a decisive battle becauseXerxes now returned to Persia with all his army and navy and left the Greeks alone.Due to a limited amount of fertile farmland, the Greeksconquer other areas and established colonies where farmland was plentifulThe turing point of the Battle of Thermopylae for the Persians waswhen the Spartans were surround when a Greek traitor told the Persians of a mountain passThe education of boys in ancient Sparta centered around prepartion to becomesoldiersThe Battle of Marathon was significant for the Greeks becasueIt was a moral victory for the Greeks, they realized that Persians were no longer unbeatableIn response to the Persian Wars, the Greek city-states formedan alliance called the Delian LeagueMycenaens wage a war that is the basis for the story of theTrojan WarWho fought in the Battle of Marathon?Athens and Persian ArmiesAncient Spartan society was centered around which of the following?military preparednessWhich form of political power did women in ancient Sparta posses?the right to become citizensMinoans lived during this ageBronze Age

Explanation:

Answer:what test is it?

Explanation:

Answer:

Yes, some Anglo-Indian people have converted to Hinduism, as well as other religions, over time. Conversion is a personal decision and can be influenced by a variety of factors, including cultural and social factors.

Explanation:

Answer: The Battle of the Little Bighorn, also called Custer's Last Stand, marked the most decisive Native American victory and the worst U.S. Army defeat in the long Plains Indian War. The demise of Custer and his men outraged many white Americans and confirmed their image of the Indians as wild and bloodthirsty.

B. South Africa has a population that is mostly urban. According to the World Bank, in 2020, the urban population in South Africa was approximately 66%, making it one of the most urbanized countries in Africa. Zimbabwe, Namibia, and Madagascar have urbanization rates of around 32%, 48%, and 38%, respectively, according to the World Bank.

Answer:

The reason why a president may decide not to sign a bill while Congress is in session because a pocket veto occurs when a bill fails to become law.

Explanation:

Answer:

The Galileo Affair was influenced by several historical factors, including:

Religious: The Catholic Church's interpretation of the Bible as a literal account of God's creation clashed with Galileo's heliocentric views, which challenged the geocentric views of the Church. This conflict created a tension between the Church and Galileo, as he was seen as a threat to the Church's authority.

Scientific: Galileo's observations and experiments with the telescope challenged the Aristotelian views that had been widely accepted for centuries. The Church saw Galileo's work as a threat to their authority and the traditional worldview they had upheld for so long.

Philosophical: The Renaissance and the Age of Enlightenment had fostered a new spirit of inquiry and intellectual curiosity, which challenged the traditional dogmas of the Church. Galileo's work was seen as part of this movement, and his ideas threatened to undermine the authority of the Church in matters of science and philosophy.

These factors contributed to the Church's interest in Galileo and his eventual trial in 1633. The trial was a result of a long-standing conflict between Galileo and the Church over his ideas and the authority of the Church. Ultimately, the trial and its aftermath had significant implications for the relationship between science and religion and the role of the Church in shaping the intellectual and scientific landscape of the time.

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The American and French Revolutions were two landmark events that transformed the political and social landscape of the world. While they shared some similarities, such as their origins in Enlightenment ideas, they were driven by different economic, social, and political factors. In this essay, I will compare and contrast the two revolutions, examining the conditions that were present, the events that took place, and the final outcomes.

One of the key differences between the two revolutions was the economic situation of the two countries. In America, the colonists were generally prosperous and had a degree of economic independence, which allowed them to resist British attempts to tax and regulate them. In contrast, France was deeply in debt and had an oppressive tax system that placed a heavy burden on the poor and middle classes. This economic inequality was a major factor in the French Revolution.

Another key difference was the political structure of the two countries. America was a British colony and had a largely self-governing system based on representative assemblies. However, the colonists felt that they were being denied their rights as British subjects, leading to a demand for greater political autonomy. In contrast, France was an absolute monarchy, with a centralized system of government that gave little power to the people.

As the American Revolution progressed, the colonists formed a Continental Congress and declared their independence from Britain. They fought a long and bloody war, with the help of the French, and eventually succeeded in establishing a democratic republic based on the principles of individual liberty and popular sovereignty. In contrast, the French Revolution began with the storming of the Bastille in 1789, as the people demanded greater political representation and an end to the absolute monarchy. However, the revolution quickly descended into chaos, with the rise of radical factions and the Reign of Terror.

Despite the differences, both revolutions had important outcomes. The American Revolution led to the establishment of a democratic republic, based on the principles of individual liberty, political equality, and popular sovereignty. It also inspired other movements for independence and democracy throughout the world. In contrast, the French Revolution led to the overthrow of the monarchy and the establishment of a republic, but it also unleashed a wave of violence and terror that led to the rise of Napoleon Bonaparte and the restoration of the monarchy.

In conclusion, while the American and French Revolutions shared some similarities, they were driven by different economic, social, and political factors. The American Revolution succeeded in establishing a democratic republic based on individual liberty and popular sovereignty, while the French Revolution led to the overthrow of the monarchy but also unleashed a wave of violence and terror. Despite the different outcomes, both revolutions were important milestones in the history of democracy and inspired other movements for independence and democracy throughout the world.

Yes I would argue that the United States was founded on slavery based on the way slaves were used to grow the economy

This is a complex and controversial topic, and there are differing opinions among historians and scholars. Some argue that the United States was founded on slavery, given that slavery was legal and widely practiced in the country at the time of its founding, and that the Constitution included provisions such as the Three-Fifths Compromise that explicitly recognized and protected the institution of slavery.

Others argue that while slavery was certainly a significant part of American society and economy during the country's early years, it was not the sole or defining factor in the country's founding.

They point out that many of the Founding Fathers, while themselves slave owners, also expressed reservations about the institution and worked towards its eventual abolition. Additionally, they note that the Constitution did not explicitly endorse or promote slavery, but rather sought to strike a balance between the interests of slave-holding and non-slaveholding states.

Ultimately, the debate over whether or not the United States was founded on slavery is complex and nuanced, and requires a careful consideration of historical context and perspective.

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Answer:

Legislative Branch: This branch consists of the Congress, which is divided into two houses - the Senate and the House of Representatives. The main responsibility of the legislative branch is to make laws. They also have the power to approve the budget, declare war, and regulate commerce.

Executive Branch: This branch consists of the President, Vice President, and Cabinet members. The main responsibility of the executive branch is to enforce laws. They also have the power to negotiate treaties, appoint judges and other officials, and grant pardons.

Judicial Branch: This branch consists of the Supreme Court and other federal courts. The main responsibility of the judicial branch is to interpret laws. They also have the power to determine the constitutionality of laws and make decisions in legal disputes.

Answer:

Lesson Plan: Nationalism in the Middle East - Origins of Arab Nationalism and Jewish Nationalism

Grade level: 11th

Subject: History

Objective: Students will be able to identify and analyze the origins of Arab nationalism and Jewish nationalism in the Middle East, and understand the impact of nationalism on the region.

LTSMs:

PowerPoint presentation

Handouts

Videos

Group discussion

Map activity

Writing assignments

Introduction (15 minutes):

Begin by asking students what they know about nationalism, and how it has impacted the world throughout history.

Provide a brief overview of nationalism in the Middle East, and explain that the focus of the lesson will be on the origins of Arab nationalism and Jewish nationalism.

Body (60 minutes):

Use a PowerPoint presentation to provide a detailed history of Arab nationalism and Jewish nationalism, including their origins and major events and figures associated with each movement.

Use handouts to supplement the presentation, and provide students with additional information and analysis.

Show videos that provide further insight into the history and impact of nationalism in the Middle East.

Break students into small groups to discuss the information they have learned, and to ask questions and share their thoughts.

Have students participate in a map activity that shows the geographic spread of nationalism in the Middle East.

Assign writing assignments that ask students to analyze the impact of nationalism on the region, and to provide their own opinions on the topic.

Conclusion (15 minutes):

Have a group discussion where students can share their writing assignments and their thoughts on the topic.

Summarize the lesson by emphasizing the key takeaways, and provide resources for students who want to continue learning about the topic.

Assessment:

Assess students' participation in group discussions and activities.

Grade written assignments based on their analysis and critical thinking.

Provide feedback on PowerPoint presentations and handouts.

Potential challenges:

This topic can be controversial, so it is important to ensure that all students feel comfortable and respected during discussions and activities.

Make sure to provide students with accurate and unbiased information, and avoid taking a stance on the topic.

Explanation:

Answer:

a

Explanation:

Answer:

I don't know

Explanation:

need points

The cοrrect answer is οptiοn A: They had tο enfranchise black men.

The reasοn they had tο free them in οrder tο rejοin the uniοn, is because the civil war was fοught in οrder tο enfοrce the emancipatiοn prοclamatiοn.  The pοint οf the emancipatiοn prοclamatiοn was tο free all slaves in the sοuthern states. That is why they had tο enfranchise black men tο rejοin.

The American Civil War, alsο referred tο by οther names, lasted frοm April 12, 1861, tο May 26, 1865. The cοnflict invοlved the Uniοn ("the Nοrth") and the Cοnfederacy ("the Sοuth"), the latter οf which was made up οf seceding states.

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Complete question:

Which of the following was a condition Southern states needed to meet before they could be readmitted to the Union under the Reconstruction Act of 1867?

OA. They had to enfranchise black men.

ОВ. They had to enfranchise women.

OC. They had to institute a poll tax.

OD. They had to institute a literacy test.

Answer:

The responsibility for the genocide in Rwanda cannot be solely attributed to one country or group. It was a complex situation that involved internal politics, ethnic tensions, and international power dynamics. However, it is true that France had a particularly close relationship with the Hutu government and supplied them with weapons, which were used to carry out the genocide. This fact alone makes France partially responsible for what happened in Rwanda.

Responsibility should be allocated based on the actions of each country and group involved in the genocide. The Hutu government, militias, and other groups that actively participated in the killings should bear the majority of the responsibility. However, the international community also bears some responsibility for their failure to intervene and prevent the genocide.

Belgium, which had previously colonized Rwanda, has acknowledged its role in creating the ethnic divisions that led to the genocide. They have also apologized for their failure to intervene and stop the killing. The United States and the UN have also acknowledged their failure to act and have taken steps to improve their response to future humanitarian crises.

France, on the other hand, has been more resistant to accepting responsibility for its role in the genocide. They have denied allegations that they trained and armed the Hutus, and have been slow to acknowledge their role in the conflict. However, in recent years, there have been efforts to address this issue. In 2019, French President Emmanuel Macron established a commission to investigate France's role in the genocide and improve relations with Rwanda.

In conclusion, responsibility for the genocide in Rwanda should be allocated based on the actions of each country and group involved. While France's role in supplying weapons to the Hutu government does make them partially responsible, the Hutu government and militias bear the majority of the responsibility. The international community also shares some responsibility for their failure to intervene and prevent the genocide. It is important for all countries involved to acknowledge their role in the conflict and work towards reconciliation and prevention of future atrocities.

Explanation:

Answer:

its C

Explanation: