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denpristay [2]
2 years ago
5

Describe the types of corroborating evidence that would help a historian develop a deeper understanding of society in Mesopotami

a under the Babylonian empire.
History
1 answer:
irina [24]2 years ago
6 0

The corroborating evidence that would help a historian develop a deeper understanding of society in Mesopotamia under the Babylonian empire is the presence of the 'two rivers' which refer to the Tigris and the Euphrates and the land was known as 'Al-Jazirah' (the island) to the Arabs as a fertile land surrounded by water.

The term "Fertile Crescent" was coined by Egyptologist J.H. Breasted (l. 1865-1935) in 1916 to describe the region at the north-end of the Persian Gulf, associated with the biblical Garden of Eden.

Consequently, Mesopotamia can be more properly understood under the Babylonian empire as a region that produced multiple empires and civilizations rather than any single civilization. Even so, Mesopotamia is known as the “cradle of civilization” primarily because of two developments that occurred there, in the region of Sumer, in the 4th millenium BCE.

<h3>What is Babylonian empire?</h3>

The Neo-Babylonian Empire, also known as the Second Babylonian Empire and historically known as the Chaldean Empire, was the last of the Mesopotamian empires to be ruled by monarchs native to Mesopotamia.

Therefore, the correct answer is as given above

learn more about Mesopotamia: brainly.com/question/1110113

#SPJ1

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Answer:

On Feb. 24, 1969, the court ruled 7-2 that students do not “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.”

The court found that the First Amendment applied to public schools, and school officials could not censor student speech unless it disrupted the educational process. Because wearing a black armband was not disruptive, the court held that the First Amendment protected the right of students to wear them.

The court’s majority opinion, written by Justice Abe Fortas, went on to affirm the freedom that young people have under the Constitution:

In our system, state-operated schools may not be enclaves of totalitarianism. School officials do not possess absolute authority over their students. Students… are possessed of fundamental rights which the State must respect, just as they themselves must respect their obligations to the State. In our system, students may not be regarded as closed-circuit recipients of only that which the State chooses to communicate. They may not be confined to the expression of those sentiments that are officially approved. In the absence of a specific showing of constitutionally valid reasons to regulate their speech, students are entitled to freedom of expression of their views

Explanation:

Tinker v. Des Moines is a historic Supreme Court ruling from 1969 that cemented students’ rights to free speech in public schools.

Mary Beth Tinker was a 13-year-old junior high school student in December 1965 when she and a group of students decided to wear black armbands to school to protest the war in Vietnam. The school board got wind of the protest and passed a preemptive ban. When Mary Beth arrived at school on Dec. 16, she was asked to remove the armband and was then suspended.

Four other students were suspended as well, including her brother John Tinker and Chris Eckhardt. The students were told they could not return to school until they agreed to remove their armbands. The students returned after the Christmas break without armbands, but in protest, they wore black clothing for the remainder of the school year — and filed a First Amendment lawsuit.

Represented by the ACLU, the students and their families embarked on a four-year court battle that culminated in the landmark Supreme Court decision. Dan Johnston, a young lawyer also from Des Moines and just out of law school, argued the case.

On Feb. 24, 1969, the court ruled 7-2 that students do not “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.”

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