<span>The answer is a Ziggurat. Sumerian's built massive stepped towers on which were built temples dedicated to the chief god or goddess of a Sumerian city. One example of an ziggurat is the Marduk ziggurat, of Etemenanki, from ancient Babylon.</span>
1.Each acquired large territories of land for the U.S.
2.He established state banks.
3. False
Created a dividing line at latitude 36° 30'
<em>The Missouri Compromise was a law that was passed to admit Main as a free State of the United States at the same time Missouri was considered a slave state. It was needed so a balance was maintained between pro-slavery states and free states. As a part of it, a parallel was drawn on 36 30’ which prohibited slavery north of the parallel, excluding Missouri.</em>
No territory gained from Mexico should become a slave state.
<em>The Wilmot Proviso was a proposal of an law that aimed to prohibit slavery in all territory that was acquired from Mexico following the Mexican-American War. Although it wasn’t successful the debate it sparkled lasted for some years.</em>
Divided the Nebraska territory into two parts
<em>The Kansas-Nebraska Act was an Act that divided the Nebraska Territory into two parts: Nebraska and Kansas. But the problem was that the Act violated the Missouri Compromise since both territories should not be allowed to have slaves because of its location north of 36, 30’N. With that, they let the population decide if the states should be slave free or not, which brought up a series of conflicts.</em>
4. The Crittenden Compromise
Proposed six amendments to the Constitution
<em>The Crittenden Compromise was a proposal that aimed to express the right to have slaves on the US Constitution, this way it would be unconstitutional to ban slavery in the future. It consisted of six constitutional amendments. It was introduced in 1860 and it had popularity between Southern members of Senate but president Abraham Lincoln opposed the compromise and both of the House of Representatives and the Senate rejected it.</em>
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Answer:
International relations, the study of the relations of states with each other and with international organizations and certain subnational entities (e.g., bureaucracies, political parties, and interest groups). It is related to a number of other academic disciplines, including political science, geography, history, economics, law, sociology, psychology, and philosophy.
The field of international relations emerged at the beginning of the 20th century largely in the West and in particular in the United States as that country grew in power and influence. Whereas the study of international relations in the newly founded Soviet Union and later in communist China was stultified by officially imposed Marxist ideology, in the West the field flourished as the result of a number of factors: a growing demand to find less-dangerous and more-effective means of conducting relations between peoples, societies, governments, and economies; a surge of writing and research inspired by the belief that systematic observation and inquiry could dispel ignorance and serve human betterment; and the popularization of political affairs, including foreign affairs. The traditional view that foreign and military matters should remain the exclusive preserve of rulers and other elites yielded to the belief that such matters constituted an important concern and responsibility of all citizens. This increasing popularization of international relations reinforced the idea that general education should include instruction in foreign affairs and that knowledge should be advanced in the interests of greater public control and oversight of foreign and military policy.
This new perspective was articulated by U.S. President Woodrow Wilson (1913–21) in his program for relations between the Great Powers following a settlement of World War I. The first of his Fourteen Points, as his program came to be known, was a call for “open covenants of peace, openly arrived at” in place of the secret treaties that were believed to have contributed to the outbreak of the war. The extreme devastation caused by the war strengthened the conviction among political leaders that not enough was known about international relations and that universities should promote research and teaching on issues related to international cooperation and war and peace.
International relations scholarship prior to World War I was conducted primarily in two loosely organized branches of learning: diplomatic history and international law. Involving meticulous archival and other primary-source research, diplomatic history emphasized the uniqueness of international events and the methods of diplomacy as it was actually conducted. International law—especially the law of war—had a long history in international relations and was viewed as the source of fundamental normative standards of international conduct. The emergence of international relations was to broaden the scope of international law beyond this traditional focal point.
