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The relationship between George Washington and slavery was complex, contradictory and evolved over time. It operated on two levels: his personal position as a slaveowning Virginia planter and later farmer; and his public positions first as commander-in-chief of the Continental Army during the American Revolutionary War and later as President of the United States. He owned slaves almost his entire life, having inherited the first ten slaves at the age of eleven on the death of his father in 1743. In adulthood his personal slaveholding increased through inheritance, purchase and natural increase, and he gained control of dower slaves belonging to the Custis estate on his marriage in 1759 to Martha Dandridge Custis. He put his slaves to work on his Mount Vernon estate, which in time grew to some 8,000 acres (3,200 ha) encompassing five separate farms, initially planting tobacco but diversifying into grain crops in the mid 1760s. Washington's early attitudes to slavery reflected the prevailing Virginia planter views of the day; he demonstrated no moral qualms about the institution and referred to his slaves as "a Species of Property." He became skeptical about the economic efficacy of slavery before the American Revolution, and grew increasingly disillusioned with the institution after it. Washington remained dependent on slave labor, and by the time of his death in 1799 he owned 124 slaves, whom he freed in his will, and controlled another 193, most of whom remained enslaved.
Answer:
The status dropout rate represents the percentage of 16- to 24-year-olds who are not enrolled in school and have not earned a high school credential (either a diploma or an equivalency credential such as a GED certificate). In this Fast Fact, status dropout rates are based on data from the American Community Survey (ACS). The ACS is an annual survey that covers a broad population, including individuals living in households as well as individuals living in noninstitutionalized group quarters (such as college or military housing) and institutionalized group quarters (such as correctional or health care facilities).1 In 2018, there were 2.1 million status dropouts between the ages of 16 and 24, and the overall status dropout rate was 5.3 percent.
The status dropout rate varied by race/ethnicity in 2018. The status dropout rate for Asian 16- to 24-year-olds (1.9 percent) was lower than the rates for their peers who were White (4.2 percent), of Two or more races (5.2 percent), Black (6.4 percent), Hispanic (8.0 percent), Pacific Islander (8.1 percent), and American Indian/Alaska Native (9.5 percent). In addition, the status dropout rate for those who were White was lower than that of every other racial/ethnic group except those who were Asian. The status dropout rate for those who were Hispanic was higher than that of most racial/ethnic groups, but was not measurably different from the rates for those who were Pacific Islander and American Indian/Alaska Native.
The overall status dropout rate decreased from 9.7 percent in 2006 to 5.3 percent in 2018. During this time, the status dropout rate declined for 16- to 24-year-olds who were Hispanic (from 21.0 to 8.0 percent), American Indian/Alaska Native (from 15.1 to 9.5 percent), Black (from 11.5 to 6.4 percent), of Two or more races (from 7.8 to 5.2 percent), White (from 6.4 to 4.2 percent), and Asian (from 3.1 to 1.9 percent). In contrast, there was no measurable difference between the status dropout rate in 2006 and 2018 for those who were Pacific Islander.
The status dropout rate was higher for male 16- to 24-year-olds than for female 16- to 24-year-olds overall (6.2 vs. 4.4 percent) and within most racial/ethnic groups in 2018. Status dropout rates were higher for males than for females among those who were White (4.8 vs. 3.6 percent), Black (7.8 vs. 4.9 percent), Hispanic (9.6 vs. 6.3 percent), Asian (2.3 vs. 1.6 percent), and of Two or more races (5.9 vs. 4.4 percent). However, there were no measurable differences in status dropout rates between males and females for those who were Pacific Islander or American Indian/Alaska Native. The size of the male-female gap also differed by race/ethnicity. The male-female gaps for those who were Hispanic (3.3 percentage points) and Black (2.9 percentage points) were higher than the male-female gaps for those who were of Two or more races (1.6 percentage points), White (1.1 percentage points), and Asian (0.7 percentage points).
Explanation:
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C. Rid the Muslim world of Western influence
I think the order is correct just switch Steve jobs and Henry Ford, and mahatma ghandi and Muhammed ali
One group can be African Americans. Racist states found ways to prevent them from voting by imposing things like laws that force you to take a literacy test or similar. They also forbade them from working like regular workers by introducing the cropsharing system.
Another can be women. Women had been fighting for their political rights since before the war began. After it ended, they were still not given voting rights which lasted up until 1920s. Many women objected how African-Americans could be given voting rights and women
Third group can be Native Americans. After the war ended, the country could then start spreading westwards which had to be halted due to the war. More states began being added and this meant that Natives would have to move to reservations and their rights and land were being taken from them.
