Answer:
<h2>d) All of the choices are correct.</h2>
Explanation:
The French Revolution was a movement of the Third Estate (as the commoner class was known) against the elites who controlled all power in France. The 3rd Estate was the bulk of the people (98% of the population), all considered "commoners." (The clergy and nobility were the 1st and 2nd Estates.) So, the 3rd Estate included those from a wealthy, bourgeois wine merchant to a day laborer in the city or a peasant farmer in the countryside. The initial leaders of the Revolution came from a bourgeois background.
When the Revolution began, it was difficult for the bourgeois leaders to manage the new government in a way that met the concerns and demands of the poorer classes (city workers and rural peasants). So the discontent of the poor and the peasants were a problem for the French National Convention. So too was the rise of the Jacobin movement, a more radical group which challenged the more conservative Girondists for power. The "Girondists" were named after the Gironde region, a wine producing region. Wealthier bourgeois types (like wine merchants) were the sort of persons in the Girondist group. The Jacobins were adamant about establishing equality for all persons in France, whereas the Girondists at times seemed more concerned about protecting the interests of businessmen for the sake of a profitable business environment.
Answer:
the boogie man did naww jk idk honestly
Explanation:
Answer:
Bloom's taxonomy organizes cognitive abilities according to their level of complexity.
The abilities are arranged in the style of a pyramid, and they are, from top to bottom:
Create
Evaluate
Analyze
Apply
Understand
Rembember
An example would be in writing a literary work.
A person would first remember how to write, remember the words as they are learned during life.
Shortly after, a person would understand the meaning of the words, and would apply that understanding to making analysis about how words relate to each other, and how they are used in different literary pieces.
The person could evaluate then, literary pieces made by other authors, seeking a deeper understanding of those works.
And the highest cognitive ability would be actually creating a new literary work, because doing so requires the mastering of all the previous cognitive abilities.
