The final blow/end of the Meroitic Civilization came from Aksumite's invasion. The correct option is D.
The Aksumite invasion is thought to have dealt the Meroitic Civilization its fatal blow and brought it to an end. In the fourth century CE, the Aksumite Kingdom, which had a presence in what is now Ethiopia and Eritrea, stretched its realm to the north and subjugated the Meroitic Kingdom.
Although the specific details of the conquest are not well known, it is generally accepted that the Aksumites' superior military and technological capabilities and their control of important trade routes in the area had a role in their victory against the Meroitic Kingdom. The city of Meroe, which had served as the capital of the Meroitic Kingdom, decreased in significance following the Aksumite conquest, and the Meroitic script was progressively superseded by the Aksumite language of Ge'ez.
Thus, the ideal selection is option D.
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why was constantinople chosen for the capital city of Ottoman Empire and how did it effect the Muslim world?
Based on a historical perspective, Constantinople was chosen as the capital city of the Ottoman Empire because of its strategic location, and how it attracts the rise in Islam because it is closer to the Arabian world.
What is Constantinople?Constantinople is an ancient city in modern-day Turkey that's now known as Istanbul.
Generally, the city known as Constantinople started around the 4th century B.C. and developed into a thriving port due to its prime geographic location between Europe and Asia and its natural sanctuary.
Constantinople was originally known as Byzantium, the city became the capital of the Roman Empire around the 4th AD when there is a need for capital to be closer to the center.
Also, the area allowed easy access to vast territories via the Marmara Sea and the Danube river.
Eventually, due to its nearness to the Arabian world, Islam grew in the city.
Hence, in this case, it is concluded that Constantinople is a historical city.
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What term is described by an individual's evaluation of their
competence and worthiness
A.Self-concept
B.Self-esteem
C.Self-attribution
D.Self-knowledge
Subject: Professional Communication
Answer: B. Self-esteem
Explanation:
It gave
What best describes the Enlightenment period?
A. The overthrow of absolute monarchy in England and the establishment of a Constitutional
Monarchy
B. A dramatic change in the teachings of the Church with a focus on redemption and salvation
C. A movement which promoted the responsibility of the government to protect people's natural
rights.
D. A time when the power of absolute monarchs dramatically increased & the rights of individuals
declined.
Answer:
C. This movement emerged during the Enlightenment period and was influenced by the ideas of philosophers such as John Locke and Jean-Jacques Rousseau. It laid the foundation for modern democratic governments and human rights laws.
Explanation:
Which of these statement best describes
absolute vulers?
Absolule Vulevs Powers are checked only.
by the military
-Absolute vulers are figureheads who
2
canyour the church's wishes
• Absolute wlers depend on the dance
& Absolure wiers have no checks on their Power
Answer:
The statement that best describes absolute rulers is "Absolute rulers have no checks on their power."
Explanation:
Write a short essay about segregation law as it existed in the United States in the 1950s and 1960s. Refer to the map to support your description. Incorporate information from the textbook and your own research as relevant. Note in particular significant trends pertaining to segregation in specific regions of the country.
Segregation laws, commonly known as Jim Crow laws, were a set of state and local laws in the United States that enforced racial segregation and discrimination against African Americans from the late 1800s to the mid-1960s. These laws mandated segregation in all public spaces, including schools, transportation, housing, and employment.
In the 1950s and 1960s, segregation was rampant throughout the United States. African Americans were systematically denied equal rights and access to basic resources that white Americans enjoyed. The segregation laws created a stark divide between white and black Americans and perpetuated inequality across the country.
The segregation laws varied from state to state, and the extent of segregation also differed significantly across the country. The map shows the states that had segregation laws in place in the 1950s and 1960s. The states colored in yellow had segregation laws, and those colored in green did not.
The South was the epicenter of segregation in the United States, with all of the states in the region having segregation laws in place. The segregation laws in the South were particularly strict and oppressive, with separate schools, drinking fountains, and even hospitals for African Americans. The Brown v. Board of Education ruling in 1954 marked a significant turning point in the fight against segregation in the South. However, despite the ruling, many states resisted the integration of schools and other public spaces, and segregation persisted in some parts of the South well into the 1960s.
In contrast, the Northeast and West had fewer segregation laws, and there was less overt discrimination against African Americans in these regions. However, this does not mean that there was no discrimination. African Americans in these regions still faced many barriers to equal rights, including housing discrimination, employment discrimination, and police brutality.
In conclusion, segregation laws were a pervasive and destructive force in the United States in the 1950s and 1960s. The laws created a stark divide between white and black Americans and perpetuated inequality across the country. While the South was the epicenter of segregation in the United States, segregation existed to some extent in all regions of the country. The fight against segregation was a long and difficult one, and it was not until the passage of the Civil Rights Act of 1964 that the laws were finally abolished, and African Americans gained some measure of equal rights.
Which two of the following items has "Big Tex" decided people in Texas should not be
allowed to do? (2 Correct Answers)
Purchase hand guns
Purchase "hard liquor" from Walmart's located in Texas
Cut down trees
Be able to go to a casino located in Texas
The two items that "Big Tex" decided people in Texas should not be allowed to do are purchase "hard liquor" from Walmart located in Texas and be able to go to a casino located in Texas.
The official mascot of the State Fair of Texas, an annual event held in Dallas, Texas is "Big Tex," a 55-foot tall statue. Since its initial construction in 1952, the statue has emerged as the state fair unmistakable emblem.
Over the years, the statue has undergone a number of updates and renovations, including a significant overhaul in 2012 that completely replaced his structure and added a new voice system and animated movements.
Big Tex is adored by Texans and guests to the state fair alike despite the fact that he is not a real person and cannot make decisions. He continues to be adored as a representation of Texas tradition and friendliness despite appearing on numerous products and promotional materials.
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(PLEASE HELP!! ONLY 250 WORD ANSWERS PLS) REPORT: ROMAN LEADER
Here is your goal for this assignment:
Write a report on a famous Roman leader of your choice
Choose one of the following leaders or individuals from the list and write a 250-word report. In your report, tell when the person lived, why he was famous, and what sort of government he lived under according to Aristotle's classification system (rule by one, rule by few, rule by many).
Alaric I Tiberius and Gaius Marcus Aurelius
Augustus Caesar Gracchus Nero
Caligula Hannibal Pliny the Elder
Cato Huns Pompeii
Constantine Julius Caesar Visigoths
Answer:
(Hope I help)
There were a lot of important Roman leaders a long time ago. One of them was Augustus Caesar, who lived from 63 BC to 14 AD. He was the first emperor of the Roman Empire and ruled for a really long time, from 27 BC until he died. People still talk about him because he helped establish the Roman Empire and brought peace to the Roman world after a lot of fighting and chaos.
Another famous Roman leader was Julius Caesar. He lived a long time before Augustus, from 100 BC to 44 BC. He was a really good general and politician and played a big role in making the Roman Empire powerful. Julius Caesar was assassinated by his own people because they were worried he was getting too powerful.
There were other important Roman leaders too, like Marcus Aurelius, who was an emperor from 161 AD to 180 AD. He was also a philosopher and wrote a famous book called "Meditations". Nero was another emperor who lived from 37 AD to 68 AD. He is known for being a really bad leader and doing some terrible things, like killing his own mother.
There were also some non-Roman leaders who had a big impact on the Roman world. Hannibal was a general from Carthage who fought against Rome in the Second Punic War. Pliny the Elder was a writer and philosopher who wrote a famous book about the natural world. And the Huns and Visigoths were groups of people who fought against Rome and caused a lot of trouble.
Overall, there were a lot of different Roman leaders who did different things and had different impacts on history.
Explanation:
which of these statements best compares the roman republic which ancient greeces direct democracy
The statement that best compares the Roman Republic with ancient Greece's direct democracy is B. Voters elected representatives in the Roman Republic. In the Greekdirect democracy, voters themselves enacted laws and policies.
What is democracy ?Democracy can be described as the system of government which is been used soe of the country where the people were aalowed to choose those that will represent them in government.
It should be noted that Voters elected representatives in the Roman Republic.
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complete question:
Which of these statements best compares the Roman Republic with ancientGreece's direct democracy?O A. Greek direct democracy was a form of monarchy, so there were novoters. In the Roman Republic, voters elected representatives whoenacted laws and policies.O B. Voters elected representatives in the Roman Republic. In the Greekdirect democracy, voters themselves enacted laws and policies.O C. In both forms of government, voters elected representatives. Thoserepresentatives were the only people who could vote on specific laws.o D. The Roman concept of appointing a dictator to rule during times ofcrisis came directly from Greek direct democracy. So the RomanRepublic had no voters.
If someone is a conservative and believes in a limited government, to what interpretation of the Constitution does he or she most likely adhere?
Select one:
a. Neutral interpretation
b. Loose
c. Strict
d. Centrist
C, strict
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Analyzing the Impact of the Treaty of Versailles
In this assignment, you will be using excerpts from several documents to write an analysis of the impact of the Treaty of Versailles. Watch the video below for tips on answering a document-based question.
Historical Background:
The Treaty of Versailles between Germany and the Allied powers was signed on June 28, 1919, five years to the day after Franz Ferdinand's assassination in Sarajevo. Adopting U.S. President Woodrow Wilson's "fourteenth point," the Treaty created the League of Nations. The United States, however, never signed the Treaty and did not join the league; it worked out a separate treaty with Germany and its allies several years later. The Treaty of Versailles punished Germany with war reparations, a loss of land, and demilitarization, among other things.
With Adolf Hitler as its dictator, Germany invaded Poland on Sept. 1, 1939, launching World War II in Europe. The war pitted Germany, Italy, and Japan – the Axis Powers – against the Allies, which included Britain, France, the Soviet Union, and the United States (after Dec. 7, 1941), among others. Earlier, an alliance called the Rome-Berlin Axis had been established between Germany and Italy in October 1936. A month later, Germany made a similar agreement with Japan.
You may refer to relevant historical information not mentioned in the documents.
Write an Essay
Based on the following four documents, analyze the aftermath of the Treaty of Versailles. In an essay (minimum five paragraphs in length), address the question:
How did the Treaty of Versailles help to cause World War II?
Document #1
Source: Treaty of Versailles, Part VIII, Section I, 1919.
Article 231 (aka War Guilt Clause)
The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies.
From Article 232 (aka Reparations Clause)
The Allies require, and Germany undertakes, that she will make compensation for all damage done to the civilian population of the Allied Powers and to their property during the period of the war.
Document #2
Source: Margaret MacMillan, historian and great-granddaughter of British Prime Minister David Lloyd George, Paris 1919, 2001.
In the Berlin cabarets, they told jokes about the worker who smuggled parts out of a baby carriage factory for his new child only to find when he tried to put them all together he kept getting a machine gun. All over Europe, in safe neutral countries such as the Netherlands and Sweden, companies whose ultimate ownership was in German hands worked on tanks or submarines. The safest place of all, farthest from the prying eyes of the Control Commission*, was the Soviet Union. In 1921 the two pariah nations of Europe realized they had something to offer each other. In return for space and secrecy for experiments with tanks, aircraft and poison gas, Germany provided technical assistance and training.
* The Control Commission was established by the Treaty of Versailles to monitor Germany's compliance with its military terms
Document #3
Source: Adolf Hitler, Nazi dictator of Germany, speech to the Reichstag* on Feb. 20, 1938.
There are more than ten million Germans in states adjoining Germany which before 1866 were joined to the bulk of the German nation by a national link. Until 1918 they fought in the Great War shoulder to shoulder with the German soldiers of the Reich. Against their own free will they were prevented by peace treaties from uniting with the Reich.
This was painful enough, but there must be no doubt about one thing: political separation from the Reich may not lead to deprivation of rights, that is the general rights of racial self-determination which were solemnly promised to us in Wilson's Fourteen Points as a condition for the armistice. We cannot disregard it just because this is a case concerning Germans.
* The Reichstag is the lower chamber of Germany's federal parliament
Document #4
Source: John Maynard Keynes, The Economic Consequences of Peace, 1920
The Treaty includes no provision for the economic rehabilitation of Europe - nothing to make the defeated Central Powers into good neighbors, nothing to stabilize the new States of Europe, nothing to reclaim Russia; nor does it promote in any way a compact of economic solidarity amongst the Allies themselves; no arrangement was reached at Paris for restoring the disordered finances of France and Italy, or to adjust the systems of the Old World and the New.
Answer:
The Treaty of Versailles, signed in 1919, aimed to establish peace after World War I, but instead contributed to the causes of World War II. This is evident from the four documents presented, which highlight different aspects of the Treaty's impact.
Document #1 is a part of the Treaty itself, and it highlights the War Guilt and Reparations Clauses. Article 231, also known as the War Guilt Clause, imposed on Germany the responsibility for all the loss and damage suffered by the Allied and Associated Governments and their nationals. Germany was also obligated to pay reparations for all damage done to the civilian population of the Allied Powers and their property during the war. This burden of guilt and responsibility, along with the economic consequences of reparations, left Germany in a state of resentment and poverty, which in turn fueled the rise of Nazi Party and Adolf Hitler.
Document #2, written by historian Margaret MacMillan, discusses the ways in which Germany circumvented the military restrictions imposed by the Treaty. German companies continued to manufacture tanks, submarines, and poison gas, with the help of technical assistance and training from the Soviet Union. This violation of the Treaty's provisions weakened the credibility of the Allied powers and emboldened Germany, contributing to its aggressive stance in the years leading up to World War II.
Document #3 is a speech by Adolf Hitler, in which he argued for the unification of all Germans under the Reich, in defiance of the Treaty's restrictions. Hitler claimed that the Treaty's imposition on Germany's rights of racial self-determination, promised in President Wilson's Fourteen Points, was a violation of German rights. This rhetoric of national unity and victimhood, combined with the Treaty's harsh terms, contributed to the rise of Nazism and Hitler's subsequent aggression.
Finally, Document #4 is an excerpt from John Maynard Keynes' book, "The Economic Consequences of Peace", which criticized the Treaty for its failure to address the economic instability of Europe. The Treaty did not provide for the economic rehabilitation of Europe or promote economic solidarity among the Allied powers. The economic instability that followed the Treaty, coupled with the burden of reparations, left Germany in a state of vulnerability and desperation, contributing to the rise of Nazism and the onset of World War II.
In conclusion, the Treaty of Versailles, through its harsh terms, violation of German rights, and failure to address economic instability, contributed to the causes of World War II. The Treaty's impact on Germany, combined with the rise of Nazism and the aggressive actions of Hitler, led to a global conflict that resulted in immense human suffering and devastation.
What does John Brown say he intended to accomplish with the attack at
Harpers Ferry in this letter?
Answer:
In his letter to his wife, written before his execution, John Brown, the abolitionist, stated that his intention in attacking the federal armory at Harpers Ferry was to start a slave rebellion that would end slavery in the United States.
In the letter, Brown wrote that he hoped his actions would "call attention to the wickedness and injustice of slavery" and "awaken the conscience of the American people." He believed that by seizing the armory and distributing weapons to slaves, he could spark a rebellion that would spread throughout the South and lead to the overthrow of the slave system.
Brown also acknowledged that his actions were risky and that he was prepared to die for his cause. He wrote, "I am now quite certain that the crimes of this guilty land will never be purged away but with blood. I had, as I now think, vainly flattered myself that without very much bloodshed it might be done."
Overall, Brown saw his attack on Harpers Ferry as a necessary and justifiable means of ending slavery and believed that his actions would inspire others to join his cause and bring about the end of slavery in the United States.
what is government and what is World War 2 explain
Answer: was a global conflict that lasted from 1939 to 1945.often abbreviated as WWII or WW2
Explanation:
What aspect of pre-Civil War politics is clearly seen the election of 1860 election results?
Answer:The 1860 election results highlighted the growing tensions between the Northern and Southern states over the issue of slavery. Abraham Lincoln, a Republican who was opposed to the expansion of slavery into the western territories, won the election with almost no support from the Southern states, which had threatened to secede if a Republican was elected.
The election also highlighted the increasing sectionalism in the country, as Lincoln's support came largely from the North and West, while his opponents, John C. Breckinridge of the Southern Democratic Party and John Bell of the Constitutional Union Party, drew their support primarily from the South and the border states.
In addition, the election revealed the growing influence of third-party movements, as the Republican Party, which had only been formed in 1854, emerged as a major political force and succeeded in capturing the presidency in its first national election.
Explanation:
The election results of 1860 clearly reflect the deep sectional divisions and political polarization that characterized pre-Civil War politics in the United States.
In the election of 1860, four major candidates ran for president: Abraham Lincoln of the Republican Party, John C. Breckinridge of the Southern Democratic Party, Stephen A. Douglas of the Northern Democratic Party, and John Bell of the Constitutional Union Party.
Lincoln, who opposed the expansion of slavery into new territories, won the election with a majority of the electoral votes but only 39.8% of the popular vote, as his support was mainly concentrated in the North.
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Jason is using a Venn diagram to compare Designed to Detain and In Their Own Words. Which piece of information should he put in the middle of his diagram as a similarity?
A possible similarity that could be placed in the middle of the Venn diagram for Designed to Detain and In Their Own Words is that both are forms of communication or written/spoken accounts.
When creating a Venn diagram to compare Designed to Detain and In Their Own Words, Jason should identify a common attribute or feature shared by both pieces of information.
One possible similarity that could be placed in the middle of the Venn diagram is that both Designed to Detain and In Their Own Words are forms of communication or written/spoken accounts.
Designed to Detain is a report that describes the conditions of detention centers for immigrants, while In Their Own Words is a collection of personal narratives that convey the experiences of undocumented immigrants.
Therefore, both pieces of information involve some form of communication or recording of information, making it an appropriate similarity for the Venn diagram.
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The Decision to Drop the Atomic Bomb, What consequences are not immediately obvious?
The long-term impacts of radiation exposure, such as cancer and birth problems, are among the consequences of dropping the atomic bomb that are not immediately apparent.
Additionally, the psychological trauma and ethical ramifications of employing such a destructive weapon on civilian populations may have long-lasting impacts on both the victims and the perpetrators.
The consequences to use the atomic bomb also had political and strategic repercussions, such as the arms race and the Cold War, which influenced world relations for decades to come.
As a result, the consequences are not immediately obvious are the aforementioned.
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which statement is true about in inequality in Washington today
Answer: African Americans families tend to earn considerably less than white families
Explanation:
It is worth noting that income and wealth inequality is a widespread and ongoing issue in many regions around the world, including Washington state in the United States.
According to recent data, income inequality in Washington state has been increasing over the past few decades, with the top 1% earning nearly 22 times more than the bottom 99% of earners.
This inequality can have significant social and economic impacts, including reduced access to healthcare, education, and other basic needs, as well as increased social tensions and political polarization.
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What was a main difference between Communist china and imperial china
The main difference between Communist China and Imperial China can be seen in the type of government and ideology that governed the country.
What is the Difference between Communist China and Imperial China?Imperial China was ruled by a arrangement of traditions, which were regularly driven by an sovereign who held outright control. The royal government was organized around a complex framework of bureaucracy, with authorities designated on the premise of justify and execution. The royal framework was characterized by a inflexible social chain of command, where people were doled out to a particular social course and their position was generally decided by birth.
In differentiate, Communist China was established in 1949 taking after a insurgency driven by the Chinese Communist Party. The nation was at that point driven by Mao Zedong, who embraced Marxist-Leninist belief system and looked for to make a classless society. The government in Communist China was organized around a one-party framework, where the Communist Party held supreme control.
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Why is it important for citizens to inform themselves about public issues?
O to ensure the state keeps a two-party system
O to explain why differing opinions are wrong
O to help the best-educated people get elected
O to make government by the people succeed
D, to make government by the people succeed
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1. Explain what is the Second Great Awakening is.
2. Give an example of what a social reform movement is.
3. How are primary sources different than secondary sources?
Will Give brainly
The second great awakening was when a man found a rock and got paid for giving it away it helped him and his family but progressed badder and badder causing major fights to occur and could've ended in war
A social reform movement:
Climbing a wall/An act of bravery
Primary sources: They are different from secondary sources because primary sources are a first source and secondary source is a second source.
Can you please give brainly it's okay if not!
1. The Second Great Awakening was a religious revival movement that took place in the United States during the early 19th century. It emphasized personal salvation, emotional preaching, and individual responsibility. The movement aimed to renew people's faith and promote moral and social reform. As a result, new religious denominations emerged, and there was an increase in evangelism, camp meetings, and the promotion of social causes such as abolitionism and temperance.
2. A social reform movement is a collective effort by a group of people who seek to bring about positive change in society by addressing social issues or inequalities. These movements aim to improve living conditions, promote equality, and advocate for the rights of marginalized groups. An example of a social reform movement is the civil rights movement in the United States during the mid-20th century. This movement fought against racial segregation and discrimination, with leaders like Martin Luther King Jr. advocating for equal rights through nonviolent means.
3. Primary sources are original materials or firsthand accounts created by individuals who directly witnessed or participated in an event. They provide direct evidence of the topic being studied. Examples of primary sources include diaries, letters, photographs, interviews, and speeches. On the other hand, secondary sources are interpretations or analysis of primary sources. They are created by authors who did not directly witness the events or phenomena being discussed. Secondary sources often summarize, interpret, or provide analysis of primary sources. Examples of secondary sources include textbooks, scholarly articles, and documentaries. The main difference between primary and secondary sources is that primary sources offer direct evidence, while secondary sources provide an interpretation or analysis of that evidence.
What was bolivar’s vision of the americas
Answer:
He believed that once united America would impress Europe because, “ Who shall oppose an American united in heart, subject to one law, and guided by the torch of liberty.” Bolivar wanted a unified America that would be undefeatable by past and future oppressors.
Explanation:
The rise of new industries and businesses in Georgia's cities contributed to a
drop in the state's population throughout the 20th century.
A. tourist
B. rural
C. immigrant
D. urban
Answer:
D. Urbanization in Georgia's cities led to the growth of new industries and businesses, which attracted people from rural areas and other states, but also caused a decline in population in some rural areas of the state.
Explanation:
why did immigration to the U.S. increase in the middle of the 19th century?A. There was no discrimination B. There were more opportunites in America. C. There factory wages in America were high. D. There was free transportation to Ameria Please awnser this!!!!!!! I will give you anythinggg
Answer:
C. There factory wages in America were high.
Which city was the first capital of the United States?
After the Constitution was approved, Philadelphia became the first capital of the United States.
However, on May 14, 1800, the nation's capital was relocated to Washington. Philadelphia dubbed the "birthplace of America," hosted the First Continental Congress and the Constitutional Convention before becoming the United States' first capital. Philadelphia is well-known for its contributions to American history.
Particularly the American Revolution, as well as its modern influence in business and industry, culture, sports, and music. William Penn, an English Quaker and supporter of religious liberty, founded Philadelphia in 1682. Philadelphia, the country's first World Heritage City, is also the birthplace of the United States, where our Founding Fathers gathered, debated, and founded a new country.
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Which of the following choices is an example of a societal concern that contributed to the fall of the Roman Empire?
Group of answer choices
large gap between the rich and poor
These are both correct answers.
lack of patriotism
The correct answer is: large gap between the rich and poor. The growing social and economic inequality between the wealthy elite and the impoverished masses was a major contributing factor to the fall of the Roman Empire.
The rich acquired vast amounts of land and wealth while the poor struggled to make a living, leading to social unrest, rebellion, and economic instability.
The lack of patriotism is not considered a societal concern that contributed to the fall of the Roman Empire, as Rome had a strong sense of patriotism and identity throughout its history.
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One way Reagan and Bush governed conservatively was
Answer: Reagan and Bush administered conservatively by executing arrangements that prioritized restricted government, free advertise standards, and conventional values.
Explanation:
Answer:
Reagan and Bush administered conservatively by executing arrangements that prioritized restricted government, free advertise standards, and conventional values.
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What is the message conveyed by this source
The message conveyed by the cartoon is that Germany was responsible for the invasion and occupation of Belgium during the war.
What does the cartoon show ?The "No Throughfare" cartoon deftly portrays the valiant struggle of Belgium as a brave, albeit small and vulnerable country that successfully thwarted the powerful forces of Germany during World War I. The depiction showcases an older German man attempting to gain access while facing fierce resistance from a defiant Belgian boy.
This poignant image represents the Belgian people's unrelenting spirit in preserving their sovereignty, despite being confronted by a much stronger enemy. By denying entry, this symbolic and resolute gesture demonstrates Belgium's ardent commitment to sustain its independence and guard against any would-be suppressors.
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After the Munich Agreement was announced, Winston Churchill gave a speech in Parliament about the decision.
Do not suppose that this is the end. This is only the beginning of the reckoning. This is only the first sip, the first foretaste of a bitter cup which will be proffered to us year by year unless by a supreme recovery of moral health and martial vigour, we arise again and take our stand for freedom as in the olden time.
Winston Churchill,
October 5, 1938
What argument does Churchill make in this speech?
Reaching an agreement is the only way to end Germany’s aggression.
Avoiding a war at all costs is the only sensible stance in this situation.
Giving in to Germany’s demands will only lead to more demands down the road.
Going to war is the best approach to solving most diplomatic problems.
Based on the theory of supply-side economics, how does cutting taxes encourage economic growth?
It allows businesses to raise prices on basic goods.
It allows consumers to spend more money on products.
It increases government revenue to fund public projects.
It provides more money for government assistance programs.
Answer:
It allows consumers to spend more money on products.
Explanation:
This is the only answer that makes sense in most cases. When taxes are cut, typically companies do not have to pay a higher corporate tax rate, and therefore businesses usually do not have to raise prices, and may even lower prices, unless other variables are in play that may force the companies to raise prices to keep afloat.
Cutting taxes also usually mean that the government may not have as much funding, thereby not having the revenue to fund new public projects that the government may have in store. However, the government may borrow money, in which cases adding onto the national debt but providing a alternate way to fund such projects.
The same is applicable to government assistance programs. Programs may be slashed as there may not be as much funding, but the government may continue to have such services open if they borrow money.
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How does voting Napoleon EMPEROR for life violate the promises of the French Revolution?
What argument did the abolitionist make to convince Lincoln to shift the focus of the war from reuniting the union to slavery ?????
Answer:
Below
Explanation:
Abolitionists did indeed pressure President Abraham Lincoln to focus the Civil War on ending slavery, rather than just reuniting the Union. The argument they made was that slavery was the root cause of the war, and that the conflict could not truly be resolved until the institution of slavery was abolished.
One of the most influential abolitionists was Frederick Douglass, who met with Lincoln several times during the war to discuss the issue of slavery. Douglass argued that the war was not just a struggle to preserve the Union, but a moral battle against the evils of slavery.
Douglass believed that by allowing slavery to continue, the Union would be betraying its founding principles of liberty and equality. He also argued that slaves themselves should be given the opportunity to fight for their own freedom, and that the Union army should actively recruit and arm them.
Although Lincoln was initially hesitant to take such bold action, he eventually came around to the abolitionists' point of view. In 1863, he issued the Emancipation Proclamation, which declared that all slaves in Confederate-held territory were to be freed.
While the Proclamation did not immediately end slavery, it was a major turning point in the war and paved the way for the eventual passage of the 13th Amendment, which abolished slavery throughout the United States.
Answer:
There is no definitive answer to this question, as there were many abolitionists who held different views on how to convince Lincoln to shift the focus of the war from reuniting the union to slavery. However, one argument that was commonly made by abolitionists was that the war could not address the underlying causes of the conflict without addressing the issue of slavery. The abolitionists argued that the institution of slavery was not just a moral issue, but also a political and economic issue that was at the root of the conflict between the North and the South. They believed that by abolishing slavery, the Union could not only end the war but also prevent future conflicts. Additionally, they argued that ending slavery was necessary to ensure that the Union was truly a free and democratic society, where all men were treated equally under the law.
Explanation: