Answer:
It would be the hawk
Explanation:
The hawk has the most arrows pointing towards it, indicating that it consumes all of those animals.
The Justinian
Code was created in order to create one single set of laws for all of the
Byzantine Empire. This code was extremely important because it served as the
basis for everyday actions within the empire including marriage, criminal
justice, slavery, and property rights. Along with this, the code ended up
serving as the basis for the laws of the Byzantine Empire for the next 900
years. Countries all over world use ideas from Justinian Code's in order to
form a comprehensive set of laws. The four sections of the code are the Codex
Constitutionum, Digesta, Institutiones, and the Novella Constitutiones Post
Codicem.
<span>The Sudetenland contained 3.5 million Germans who had been cut off from the rest of Germany after the creation of Czechoslovakia by the Treaty of Versailles. Hitler felt he had a legitimate claim upon the area because he saw it as German land. Also, Sudeten Germans claimed they were victimized by the Czech government and wanted home rule or union with Germany. Britain was reluctant to involve herself because she had inadequate armed forces to do so and had no treaty obligations to Czechoslovakia. After the Bad Godesberg and Munich conferences the four main European powers (Britain, France, Italy and Germany) decided, without the presence of the Czech leader, to give the Sudetenland to Hitler over a ten day period. The Czechs had little alternative but to agree to Hitler's demands, as they had few allies and a weak army. (However they did have an alliance with France which they failed to honor) By the 1st of October 1938 the Sudetenland had been fully surrendered to Hitler.</span>
Answer:
During the summer, most of the girls at the factory go home. But Lyddie is required to stay and work under the relevant provisions of her contract. ... Betsy has been reading to her from Oliver Twist, and this has kindled Lyddie's interest in reading and learning.
Answer:
Students become familiar with the basic components of an argument and then develop their understanding by analyzing evidence-based arguments about texts. Students then generate evidence-based arguments of texts using a variety of resources. Links to related resources and additional classroom strategies are also provided.
