Answer:
China
Explanation:
Tiananmen Square incident, also called June Fourth incident or 6/4, series of protests and demonstrations in China in the spring of 1989 that culminated on the night of June 3–4 with a government crackdown on the demonstrators in Tiananmen Square in Beijing. Although the demonstrations and their subsequent repression occurred in cities throughout the country, the events in Beijing—especially in Tiananmen Square, historically linked to such other protests as the May Fourth Movement (1919)—came to symbolize the entire incident.
. . . . . . . . . Look at the picture Ty in advance
The statement that accurately shows evidence of increasing political participation of African Americans in South Carolina is African American voters were able to help Democratic candidate Barack Obama win South Carolina in the 2008 election.
What is the Democratic party?Along with the Republican Party, the Democratic Party is one of the two major political parties in the US. It typically relates to a liberal or progressive ideology. Thomas Jefferson and James Madison created the Democratic-Republican Party in the 1790s, which is where the Democratic Party gets its start.
Several American presidents, including Franklin D. Roosevelt, John F. Kennedy, and Barack Obama, were all products of the Democratic Party. In sectors like civil rights, healthcare, and economic change, it has significantly influenced legislation and policy. In order to nominate its candidates for the presidency and other political positions, the party also hosts regular national conventions.
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What does this graph indicate about the US economy after World War II? Check all that apply.
The US was building and creating new products each year.
The value of American goods and services grew steadily.
The gross domestic product tripled from 1945 to 1960.
The economy was booming and growing very fast.
The GDP had reached about $500 billion by 1960.
The income from goods and services was in decline.
Based on the information provided, the following statements can be inferred from the graph about the US economy after World War II:
The US was building and creating new products each year: The graph indicates a consistent upward trend in the value of goods and services produced in the US, suggesting ongoing economic activity and the creation of new products over time.The value of American goods and services grew steadily: The graph shows a gradual increase in the value of goods and services produced in the US from the years following World War II. This implies a steady growth in economic output during this period.The gross domestic product tripled from 1945 to 1960: The graph demonstrates a significant rise in the gross domestic product (GDP) over the indicated timeframe. The tripling of the GDP from 1945 to 1960 indicates substantial economic expansion and prosperity during this period.The economy was booming and growing very fast: The upward trajectory of the graph suggests a booming and rapidly growing economy after World War II. The sustained increase in the value of goods and services produced indicates a period of robust economic growth and development.The GDP had reached about $500 billion by 1960: The graph indicates that by the year 1960, the GDP of the United States had reached approximately $500 billion. This signifies a considerable level of economic output and underscores the strength of the US economy during that period.
The statement "The income from goods and services was in decline" cannot be inferred from the information provided, as the graph does not provide specific data or trends related to income.
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Which court system would most likely have jurisdiction over this case?
Answer:
C: the US Supreme Court
Explanation:
The two states are equal so they need something higher than them to make a decision.
Where is Hoodoo practiced?
Answer: Africa
Explanation: Hoodoo is a set of magickal practices originating in Africa which, through the process of syncretism, has absorbed some beliefs and practices from other cultures such as Native American spirituality and European Ceremonial Magick. In some cases, the word hoodoo can also refer to
Choose one of the World War II oral histories and identify their insight about their identities. And discuss how the oral histories connect to the idea of being and becoming from our earlier class discussion.
One of the oral histories of World War II may be the story of Anne Frank, who reported in a diary her experiences during the war period.
Who was Anne Frank?She was one of the most recognizable figures during World War II, for her diary account of her experience as a Jewish girl during the period of Nazi persecution. Anne Frank and her family had to hide in a basement to hide from the Nazis, and even so, the girl reports even with the horrors, dreams, hopes and conflicts of a teenager.
Therefore, the story of Anne Frank became one of the most recognized books worldwide, and reports that even with the circumstances of war, horrors, fear and violence, she still sought to maintain her identity.
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1. Today the Sahara Desert is full of sand. What was it like 100 million years ago? 2. What was Nizar looking for? 3. Where did he work? Why did people think he was foolish to work there? 4. He found part of a skeleton. What type of creature did it belong to? 5. During the time of dinosaurs, what important group was not on Earth?
Answer:
he found the skele
Explanation: i dont know the answer
displa ation trol cut of o thin SOVE Sov oh rever on ten ies Collectivisation To increase agricultural production, Stalin introduced a system of collectivisation. Instead of peasants producing just enough to feed their own families, as they had done in the past, now food production would be organised and planned by the state. The state would also provide health care and schools. Many small peasant farms were merged into huge government-controlled collective farms, which used machinery and modern farming methods. Most peasants did not support communism, so collectivisation was a way for the government to have more control over them.
Yes, in the given excerpt Stalin's collectivization policies in the Soviet Union are true.
Small peasant farms were merged into larger communal farms under state administration as part of the collectivization process, which aimed to overhaul the agricultural sector in the Soviet Union.
The main objectives were to boost agricultural output, modernize farming practices, and exert more control over the peasantry.
Stalin's regime encouraged collectivization as a way to increase agricultural output, achieve food self-sufficiency, and support quick industrialization.
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Did all members of the jepanese mulitary feel that the attack was necessary? Why or why not?
It is a reading style students will read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen.
The reading style students will read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen are referring to is known as skimming and scanning.
It involves quickly glancing through the text by focusing on key elements such as headings, subheadings, and the first and last paragraphs. Students utilize these cues to gain a general understanding of the content and locate specific information as they move down the page or screen.
By skimming the first and last paragraphs, students can grasp the main idea and get an overview of the text's structure. Headings and subheadings act as signposts, guiding students to relevant sections and helping them navigate the material more efficiently. Summaries or topic sentences provide concise descriptions of the content within each section.
This reading style is beneficial for quickly assessing the relevance of a text or identifying specific details without reading every word. It is particularly useful when time is limited, or when students are searching for specific information or main ideas. Skimming and scanning allow for faster information retrieval, enabling students to determine whether a more in-depth reading is necessary or if they can move on to other sources.
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Question 9 of 22
Read this passage from the U.S. Constitution:
We the People of the United States, in order to form a
more perfect Union, establish Justice, insure domestic
Tranquility, provide for the common defence, promote the
general Welfare, and secure the Blessings of Liberty to
ourselves and our Posterity, do ordain and establish this
Constitution for the United States of America.¹
Which statement reflects a main idea expressed in the passage?
OA. The federal government must be fully independent from Great
Britain.
B. The federal government is superior to state governments.
C. The federal government must work for the good of the people.
OD. The federal government should not have the power to tax.
The statement reflects a main idea expressed in the passage is the federal government must work for the good of the people. Thus, option (c) is correct.
The purpose of the Constitution was to "foster a more perfect Union, establish Justice, ensure domestic tranquilly, provide for the common defense, advance the general Welfare, while securing the blessings of Liberty to ourselves and our Posterity."
The Constitution establishes a power balance between the federal and state governments and safeguards people' personal liberties from governmental encroachment.
As a result, the significance of the reflects a main idea expressed in the passage are the aforementioned. Therefore, option (c) is correct.
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Your task for this assessment is to evaluate the perspective of a person living in the 1800s and how their traditions changed because of the Industrial Revolution. You will need to complete the chart about what life was like before the Industrial Revolution and what life was like after the Industrial Revolution. In each category you will need to write 3–4 complete sentences explaining how life changed in each category.
Before the Industrial Revolution, life in the 1800s was centered around an agrarian economy where farming and small-scale craftsmanship were prevalent. The economy was localized, with limited trade and commerce.
Life Before the Industrial Revolution:
1. Economy: Before the Industrial Revolution, the economy was primarily agrarian and based on farming and small-scale craftsmanship. People relied on subsistence agriculture, producing their own food and goods within their local communities.
2. Work and Labor: The majority of work was done in small-scale workshops or on family farms. Craftsmen and artisans produced goods by hand, using traditional methods and tools.
3. Technology and Production: Technological advancements were limited, with simple tools and machinery used in agricultural practices and artisanal production.
Life After the Industrial Revolution:
1. Economy: The Industrial Revolution brought about a significant shift from an agrarian economy to an industrialized one. Mass production in factories became the norm, and the use of machinery, such as steam engines, led to increased productivity.
2. Work and Labor: The Industrial Revolution introduced mechanization and the factory system, leading to a transformation in the nature of work. Labor became more specialized and focused on operating machines rather than skilled craftsmanship.
3. Technology and Production: The advent of steam power and the mechanization of production processes revolutionized manufacturing.
In conclusion, the Industrial Revolution fundamentally transformed 1800s society, shifting it from an agrarian-based economy to an industrialized one, revolutionizing work, production, and communication.
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Describe to tipping points are factors that push the American public towards the war
Tipping points are factors that gradually influence the American public towards supporting or favoring war.
Tipping points are factors that can gradually influence the American public and contribute to their support or favoring of a war. Here is a step-by-step explanation:
Public Perception: Tipping points can be reached when there is a shift in public perception regarding the necessity or justification for war. Factors such as media coverage, government messaging, and public discourse can shape public opinion and sway attitudes towards supporting military action.Events and Incidents: Specific events or incidents can act as tipping points by capturing public attention and increasing support for war. These events may include acts of aggression by another nation, terrorist attacks, or the revelation of compelling evidence that suggests a threat to national security.Political Leadership: The actions and statements of political leaders play a crucial role in tipping public opinion towards war. Skillful rhetoric, persuasive arguments, and effective leadership can influence public sentiment and garner support for military intervention.National Security Concerns: Perceived threats to national security can serve as tipping points, as they create a sense of urgency and the need for action. The belief that military action is necessary to protect the country from harm can sway public opinion in favor of war.Emotional Appeals: Appeals to emotions such as fear, patriotism, or the protection of innocent lives can also act as tipping points. Emotional appeals can tap into people's core values and generate support for military action by framing it as a just and necessary response.It is important to note that tipping points can vary in nature and impact, and multiple factors often interact to shape public opinion towards war.
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need help
2. Americans bought government-issued war bonds to
end the Great Depression
supplement food supplies
conserve needed resources
help pay for war costs
Answer:
To help pay for war cost, The United States Treasury offered Americans a series of War Bonds they could purchase during the war. A War Bond was both an investment in one's country and an investment in one's own financial future.
Explanation:
How did complex societies develop?
The development of complex societies is a multifaceted and gradual process influenced by various factors.
While specific circumstances differ across different regions and time periods, there are several common factors that contribute to the emergence of complex societies.
Agricultural Surplus: The transition from hunter-gatherer societies to settled agricultural communities played a crucial role. The development of agriculture allowed for the production of surplus food, which led to population growth, specialization of labor, and the establishment of social hierarchies.
Division of Labor: As societies grew more complex, specialization of labor became necessary. Individuals began to specialize in specific occupations, such as farmers, artisans, administrators, and traders. This division of labor fostered economic interdependence and facilitated the emergence of social classes.
Social Stratification: Complex societies typically exhibit social stratification, with distinct social classes or hierarchical structures based on wealth, power, and occupation. This stratification leads to the concentration of resources and the development of political and economic systems to manage societal complexities.
Technological Advancements: Technological innovations, such as the development of writing systems, metallurgy, irrigation techniques, and transportation infrastructure, often accompany the growth of complex societies. These advancements enhance productivity, facilitate communication and trade, and enable the accumulation of wealth and knowledge.
Centralized Authority: Complex societies often have centralized political systems, such as monarchies or bureaucracies, which exercise control and governance over larger territories and populations. These centralized authorities provide stability, enforce laws, and manage public affairs.
Cultural Factors: Cultural factors, including shared beliefs, values, and ideologies, play a significant role in the development of complex societies. Cultural norms, religious practices, and the emergence of shared identities contribute to social cohesion and the formation of collective institutions.
It is important to note that the development of complex societies is not a linear or uniform process. Factors such as environmental conditions, geographic factors, historical events, and interactions with neighboring societies also influence the trajectory and characteristics of societal development.
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What do you predict might happen to the surviving organisms in an ecosystem when biodiversity decreases and a predator, like a black caiman, loses its main food source?
The decrease in biodiversity and loss of the black caiman's main food source can have significant consequences for both the caiman population and the broader ecosystem. These effects can include declines in the predator population, alterations in trophic interactions, and disruptions to ecosystem functioning.
Firstly, the decline in the caiman's food source can lead to a decrease in the caiman population itself. Without an adequate food supply, caimans may experience reduced reproduction rates, decreased survival rates, and increased competition for limited resources. Over time, this can result in a decline in the caiman population size.
Secondly, the absence of the caiman's main food source can disrupt the trophic cascade within the ecosystem. As the predator population decreases, the prey population may experience a release from predation pressure, leading to an increase in their numbers. This can have subsequent effects on lower trophic levels, potentially causing imbalances in the ecosystem.
Furthermore, the reduced biodiversity resulting from the loss of the caiman's food source can disrupt the overall functioning of the ecosystem. It may impact other species that depended on the prey species as a food source or for other ecological interactions. This disruption can have cascading effects on other organisms, potentially leading to shifts in species composition, reduced ecosystem resilience, and altered ecosystem dynamics.
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What does the word verified mean in paragraph 6?
A
proved to be true
B
copied over again
C
developed in detail
D
carefully reviewed
4. Modern country of which Athens is capital?
Answer:
of Greece
Explanation:
Athens is the capital and largest city of Greece. Athens dominates the Attica region and is one of the world's oldest cities, with its recorded history spanning approximately 3,400 years.
What was an important element of the transcendental philosophy of the nineteenth century
Answer:
An important element of the transcendental philosophy of the nineteenth century was the belief in the inherent goodness and divinity of nature and the individual's connection to it. Transcendentalism emerged as a philosophical and literary movement in the United States during the mid-1800s, led by Ralph Waldo Emerson, Henry David Thoreau and others. Get homework help from proffrank01[at]gm ail. co m. Guaranteed quality to help you score maximum points.
At the core of transcendentalism was the belief that individuals have inherent knowledge and intuition that surpassed the limitations of empirical observation. Transcendentalists emphasized the importance of self-reliance, individualism, and the pursuit of truth through personal experience and inner reflection. It posits that individuals can transcend the constraints of society, conventional wisdom, and materialism. Transcendentalists believed that individuals could connect with the divine. This way, they gain spiritual insight and better understand the universe and their place within it.
Nature held a significant role in transcendental philosophy. Transcendentalists saw nature as a source of spiritual and moral inspiration, viewing it as a manifestation of the divine. They believed that by immersing oneself in the natural world, one could experience a sense of awe and wonder. This would in turn nurture the individual's spiritual growth and understanding.
Furthermore, transcendentalists rejected the idea of organized religion as the sole mediator between individuals and the divine. They advocated for a direct, unmediated relationship with the divine. They also emphasized personal experience, intuition, and conscience as guides to moral decision-making.
Overall, an important element of transcendental philosophy was the belief in the inherent goodness of nature. It meant that individuals connect to it and can achieve personal and spiritual growth through self-reliance, intuition, and communion with the natural world. This philosophy challenged conventional beliefs and inspired individuals to live authentic lives in harmony with their inner truths and the divinity they perceived in nature.
Explanation:
Please help me, this is important and I have a picture of the question Ty in advance
The reason the state of South Carolina saw a political shift from the Democratic Party was A. The collapse of the Dixiecrats as a political party led many former Democrats to turn to the Republican Party.
How did the Dixiecrats affect South Carolina ?Primarily, the disintegration of the Dixiecrats, a political party formed by dissident Southern Democrats opposing racial integration, played a pivotal role.
As the influence of the Dixiecrats waned, numerous former Democratic supporters found themselves seeking an alternative political home. In this quest, many individuals gravitated towards the Republican Party, aligning themselves with its principles and agenda.
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Part II: Use your knowledge of U.S. History to answer questions a, b, & c.
A. Explain ONE significant argument for the existence of a conspiracy or conspiracy theory involving the Watergate Conspiracy.
B. Explain ONE piece of specific evidence that supports your argument in part A
C. Explain another piece of specific evidence that supports your argument in part A
A. One significant argument for the existence of a conspiracy or conspiracy theory involving the Watergate Conspiracy is the involvement of high-ranking government officials beyond those directly implicated. The belief is that the Watergate break-in and subsequent cover-up could not have been executed without the knowledge and support of individuals in influential positions.
B. One piece of specific evidence supporting this argument is the existence of the "White House Plumbers" unit. The Plumbers, created by President Nixon's administration, were tasked with carrying out covert operations to protect national security interests. Their involvement in the planning and execution of the Watergate break-in suggests a coordinated effort that reaches beyond the actions of a few rogue individuals. The existence of this specialized unit implies a higher level of organization and backing from within the government.
C. Another piece of specific evidence supporting the argument is the revelation of the White House tapes. These secret recordings, discovered during the investigation, captured conversations between President Nixon and his advisors. The tapes provided incriminating evidence of Nixon's direct involvement in the cover-up and his attempts to obstruct the investigation. This evidence suggests a wider conspiracy involving high-level officials, as their actions and discussions showcased a coordinated effort to conceal the truth and protect those involved in the Watergate scandal.
Together, the existence of the White House Plumbers unit and the incriminating content of the White House tapes lend support to the argument that the Watergate Conspiracy involved a broader conspiracy reaching beyond the immediate individuals implicated in the break-in and subsequent cover-up.
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Muslims who support movements that aim to overthrow pro-Western governments are referred to as militants.
Muslims who support movements that aim to overthrow pro-Western governments are referred to as militants is false.
What are the Muslims?The term "militant" generally refers to individuals or groups the one are actively complicated in advocating or engaging in hostile, confrontational, or violent actions to achieve their governmental, ideological, or religious aims.
It can be applied to miscellaneous contexts and not restricted to any specific conscientious or cultural group .It is essential to prevent generalizations or stereotypes when discussing governmental or religious movements.
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In this activity, you need to find reliable Internet sources that describe evidence of Earth's early history. You will also apply what you have already learned in the lesson. You need to find out how scientists estimate Earth's age and when the first life appeared. For example, scientists might try to find out the age of the oldest rocks and fossils, how modern living things might be like the first living things, and how the first living things changed the Earth system.
For this topic, you might find reliable information on websites operated by science magazines, natural history museums, or universities. Scientists who study rock layers, fossils, and Earth's history work at natural history museums and universities. Journalists who work at science magazines try to write about scientific discoveries in ways non-scientists can understand.
In Part 1, you will start by finding websites with information you can use. The questions in Part 2 will help you take notes. In Part 3, you will use the evidence you gathered to explain how scientists know how long it took life to appear on Earth after it formed.
Part 1: Identify Sources (5 points)
1. List at least five phrases from the Introduction that you can use in your search for sources. (2 points)
2. Identify three websites you will use to start your research. If you use other websites to complete the Research questions in Part 2, add them to this list. Cross out any websites that don't end up helping you complete the activity. (3 points)
Part 2: Research (20 points}
Use the websites you listed in Part 1 to answer the following questions. Remember to add any new sources you use to your list of sources.
1. About how old is Earth? (1 point)
2. Why is it difficult to find the first rocks that formed on Earth? (2 points)
3. How old are the oldest rocks on Earth? How did scientists determine their age? (2 points)
4. Why can scientists use zircon to find the age of the oldest rocks on Earth? (2 points)
5. What evidence supports the claim that Earth is older than the oldest rocks? (4 points)
6. What are the oldest fossils? How old are the oldest known ones currently accepted by scientists? (2 points)
7. Describe the living things that made the first fossils. (1 point)
8. How did the first fossils form? (2 points)
9. What evidence do today's organisms provide to support scientists' conclusions about the first fossils? (2 points)
10. How did the very early living things change Earth? Include evidence from the geologic record to support your answer. (2 points)
Part 3: Construct an Explanation (10 points)
Now you will use the evidence you gathered through your research. Explain how scientists use evidence to determine Earth's age and when life first appeared on Earth. Start by making a statement. Then support your statement with the evidence you gathered and logical thinking.
Statement about Earth's age and when life first appeared (2 points):
Evidence and reasoning (8 points):
It seems like you have a school assignment to complete. I can help you with your research by providing information on the topics you mentioned. Here are five phrases from the introduction that you can use in your search for sources:
1. Earth’s early history
2. Estimate Earth’s age
3. First life appeared
4. Oldest rocks and fossils
5. Modern living things
Part 2:
According to scientific estimates, Earth is about 4.54 billion years old, plus or minus about 50 million years. Scientists have used radioactive dating techniques to determine the approximate ages of Earth’s oldest known rocks and minerals.
It is difficult to find the first rocks that formed on Earth because Earth’s oldest rocks have been recycled and destroyed by the process of plate tectonics. The rocks containing signs of early life have been deformed and metamorphosed by heat, stress, and hydrothermal alteration and then subject to billions of years of weathering processes such as erosion.
The oldest rocks on Earth are more than 4 billion years old and were formed during the Hadean Eon of Earth’s geological history. The Acasta Gneiss, found in northwestern Canada, is one of the oldest known rocks on Earth and has been dated at 4.03 billion years old. Even older than the Acasta Gneiss are individual zircons from the Jack Hills in Australia, dated to 4.4 billion years ago. Scientists determine the age of rocks using various dating techniques.
Scientists use various techniques to determine the age of rocks. One way is by determining the age of the group of rocks, or formation, that a rock is found in. The age of formations is marked on a geologic calendar known as the geologic time scale.
Another way scientists determine the age of rocks is by using radioactive dating techniques. This involves measuring the number of radioactive isotopes in a rock sample and using that information to calculate the age of the rock.
Radioactive dating techniques take advantage of the fact that certain isotopes of elements are unstable and undergo radioactive decay at a known rate. Scientists can measure the amount of a radioactive isotope and its decay products in a rock sample and use that information to calculate the age of the rock.
For example, uranium-lead dating involves measuring the amount of uranium and lead isotopes in a rock sample. Uranium isotopes decay into lead isotopes at a known rate, so by measuring the ratio of uranium to lead isotopes in a rock sample, scientists can determine how long it has been since the rock formed.
Write a short essay discussing the reasons Rome was so successful in its conquest of Italy.
George Sanchez has made the observation that Mexican-American youth did not have the freedom to express their cultural identities during the early 1940s. These are the children of Americanization. Explain why you think Sanchez makes such an observation?
George Sanchez likely makes the observation that Mexican-American youth did not have the freedom to express their cultural identities during the early 1940s due to the prevailing social and cultural climate of that time.
Why is this so?It might be linked to policies and attitudes that tried to repress or devalue various cultural manifestations in favor of uniformity and conformity to mainstream American standards.
During that time, discrimination, prejudice, and pressure to conform to prevailing cultural standards may have hindered the ability of Mexican-American youngsters to express and enjoy their own cultural identities.
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The Iron Curtain described
A
the power of the United States nuclear weapons
B
the separation of Europe into a free west, and a Soviet-controlled east
C
the division of Korea into a communist north and non-communist south
D
the division of Berlin during the Berlin Blockade in 1948
Answer:
B. The separation of Europe into a free west, and a Soviet-controlled east
Explanation:
The term "Iron Curtain" was used to describe the ideological and physical division between Western Europe (which was mostly democratic and aligned with the United States) and Eastern Europe (which was under Soviet influence and control) during the Cold War.
The Iron Curtain symbolized the sharp divide between the two blocs, with limited communication and movement between them. This division was characterized by political, economic, and military tensions, as well as the presence of physical barriers such as the Berlin Wall.
Answer:
I'm like 90% sure it's B
Explanation:
I'm pretty sure it was meant to divide the one half of the a area between the other half due to communism potentially taking over
who believed power should not be concentrated in the hands of on invididuals
Answer: John Locke believed power should not be concentrated in the hands of one individual . Charles de Montesquieu also held a similar view, declaring that power should not be concentrated in the hands of any one individual and that a government elected by the people was preferable . This idea is also reflected in the US Constitution, which established a system of checks and balances to prevent any one branch of government from becoming too powerful.
31. What is the theme of the following story?
content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest.
way?"
In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's
"Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that
"I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same."
"Why bother about winter?" said the Grasshopper; we have got plenty of food at present." But the
Ant went on its way and continued its toil.
When the winter came the Grasshopper found itself dying of hunger, while it saw the ants
distributing, every day, corn and grain from the stores they had collected in the summer.
Then the Grasshopper knew...
A. It is best to prepare for the days ahead
B. Better late than never
C. It is good to make friends with everyone
D. Never trust the advise of a man in difficulties.
Answer:
The main story is A.it is best to prepare for days ahead
Explanation:
The story illustrates the importance of preparing and working diligently for the future, as represented by the industrious Ant. The Grasshopper, on the other hand, represents a carefree and shortsighted approach, failing to plan for the winter and suffering the consequences. The theme emphasizes the value of foresight and preparation.
GIVING BRAINLIEST!!! Which of the following best describes how a person living in the Sahel would spend a majority of time?
A) spending most hours on a bus to get to work
B) spending most hours fishing
C) spending most hours searching for food for herds of cattle
D) spending most hours working on a farm
2.10 Module Project: Museum Exhibit on Feudalism in Western Europe and Japan
Name:
Date/Teacher:
Choose five specific "artifacts" from the information covered in the module. You should definitely capture the feudal system in some way, the significance of the Church and the Crusades, the beginning of nationalism, and of course at least one artifact from Japan.
Artifact 1:
(Your artifacts do not have to be physical objects; they can be something intangible, like a law or a belief, a person or group of people, or an event)
Lesson (ex 2.03):
Description-
Who:
What:
When:
Where:
Explanation-
Your explanation should be at least two sentences and explain the historical significance of the artifact and why you feel the artifact important enough to be included in your exhibit (Why). Consider the following in your explanation: did the artifact a) change the way people did things, b) change the way people thought about themselves and their world, or c) change the course of history?
Artifact 2:
(Your artifacts do not have to be physical objects; they can be something intangible, like a law or a belief, a person or group of people, or an event)
Lesson (ex 2.03):
Description-
Who:
What:
When:
Where:
Explanation-
Your explanation should be at least two sentences and explain the historical significance of the artifact and why you feel the artifact important enough to be included in your exhibit (Why). Consider the following in your explanation: did the artifact a) change the way people did things, b) change the way people thought about themselves and their world, or c) change the course of history?
Artifact 3:
(Your artifacts do not have to be physical objects; they can be something intangible, like a law or a belief, a person or group of people, or an event)
Lesson (ex 2.03):
Description-
Who:
What:
When:
Where:
Explanation-
Your explanation should be at least two sentences and explain the historical significance of the artifact and why you feel the artifact important enough to be included in your exhibit (Why). Consider the following in your explanation: did the artifact a) change the way people did things, b) change the way people thought about themselves and their world, or c) change the course of history?
Artifact 4:
(Your artifacts do not have to be physical objects; they can be something intangible, like a law or a belief, a person or group of people, or an event)
Lesson (ex 2.03):
Description-
Who:
What:
When:
Where:
Explanation-
Your explanation should be at least two sentences and explain the historical significance of the artifact and why you feel the artifact important enough to be included in your exhibit (Why). Consider the following in your explanation: did the artifact a) change the way people did things, b) change the way people thought about themselves and their world, or c) change the course of history?
Artifact 5:
(Your artifacts do not have to be physical objects; they can be something intangible, like a law or a belief, a person or group of people, or an event)
Lesson (ex 2.03):
Description-
Who:
What:
When:
Where:
Explanation-
Your explanation should be at least two sentences and explain the historical significance of the artifact and why you feel the artifact important enough to be included in your exhibit (Why). Consider the following in your explanation: did the artifact a) change the way people did things, b) change the way people thought about themselves and their world, or c) change the course of history?
Artifact 1
Description: The Magna Carta
Who: King John of England
What: A document that limited the power of the king and established the principle of rule of law
When: 1215
Where: Runnymede, England
How to explain the artifactThe Magna Carta was a major turning point in English history. It limited the power of the king and established the principle of rule of law. This had a profound impact on the way people thought about government and the rights of individuals. The Magna Carta is still considered one of the most important documents in Western history.
Artifact 2
Description: The Crusades
Who: Christians from Europe
What: A series of religious wars between Christians and Muslims
When: 1095-1291
Where: The Middle East
The Crusades were a major turning point in European history. They helped to spread Christianity to the Middle East and to unite Europe against a common enemy. The Crusades also had a profound impact on the way people thought about religion and the role of violence in society.
Artifact 3
Description: The Hundred Years' War
Who: France and England
What: A series of wars between France and England over the French throne
When: 1337-1453
Where: France and England
The Hundred Years' War was a major turning point in European history. It helped to establish France as a major power in Europe and to weaken the power of England. The Hundred Years' War also had a profound impact on the way people thought about war and the role of the military in society.
Artifact 4
Description: The rise of nationalism
Who: People from all over Europe
What: A movement that emphasized the importance of national identity and unity
When: 1500-1800
Where: Europe
The rise of nationalism was a major turning point in European history. It helped to create the modern nation-state and to lead to the decline of the feudal system. The rise of nationalism also had a profound impact on the way people thought about themselves and their place in the world.
Artifact 5
Description: The Tale of Genji
Who: Murasaki Shikibu
What: A novel written by a Japanese woman
When: 11th century
Where: Japan
The Tale of Genji is a major work of Japanese literature. It is considered one of the first novels ever written and is a masterpiece of storytelling. The Tale of Genji had a profound impact on the way people thought about literature and the role of women in society.
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In this excerpt, James Cross Giblin characterizes Thomas Young through his words. his actions his reactions. his conversations.
In this excerpt, James Cross Giblin portrays Thomas Young by showcasing his words, actions, reactions, and conversations.
Young's dialogue reveals his deep curiosity and passion for learning, evident in his studies of various subjects like languages and natural philosophy. His actions, such as successfully decoding hieroglyphics on the Rosetta Stone, demonstrate his commitment to his work. Young's responses to challenges, like the ridicule from a fellow scientist, exhibit his determination and resilience. Furthermore, his interactions with fellow scholars highlight his collaborative and open-minded nature. Together, these elements construct a vivid depiction of Thomas Young as an enthusiastic and accomplished intellectual. His relentless pursuit of deciphering ancient scripts and his unwavering dedication to his scholarly pursuits further illustrate his brilliance and tenacity.Therefore, it can be said that James Cross Giblin portrays Thomas Young by showcasing his words, actions, reactions, and conversations.
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