Answer:
The African slave trade was used by the Spanish Crown to help bolster the encomienda system.
Explanation:
The encomienda system under the Spanish Crown was a grant of labor given to conquistadores who acted on behalf of Spain in the colonization of Latin America and also earlier, for example, during the Christian crusades. Conquered peoples were considered vassals of the Spanish Crown, although in the case of the Americas this was complex because the Queen had deemed Native Americans to be free vassals of the Crown. Therefore, the Indigenous population had some legal protections in theory via the Real Audiencias. Slaves were brought from Africa when indigenous populations began to decline. The slaves were brought to Latin America to fill the labor shortages in agriculture primarily but also in the mines in certain regions like the Andes and Mexico.
It looks like a double helix
Answer:
Articles of Confederation created a weak national government with most of the governmental powers retained by the states. The Articles provided no separation of branches. There was no president or any other independent executive, nor was there a federal judicial branch. Congress, the legislature, was the only branch of government. Members elected to congress did not vote as individuals, but as states.
Explanation:
<span>The Bank's existence is a great example of implied powers: the Constitution doesn't say that Congress has the right to make a bank, but its defenders claimed that one was necessary to carry out the Congress' power to collect taxes.</span>
Answer: by using local property taxes to fund public schools, trapping poor children in poor schools
Explanation: Jonathan Kozol is an American writer, educator, and activist best known for his publications on public education in the United States. In savage inequalities, Kozol pointed out how students from poor family background are trapped in poorly funded schools since public school funding comes from local property taxes which vary widely between communities.
The basis of Kozol's argument is the comparisons between rich and poor school districts, in particular the amount of money spent per child. School districts with relatively wealthy property-owners are spending over $20,000 per year per child while school districts where poor people live spend about $11,000 per year per child.
The pertinent question he asks is whether it is fair or right that the place of one's birth or residence should determine the quality of education a child is entitled to.
