The Reconstruction era is always a challenge to teach. First, it was a period of tremendous political complexity and far-reaching consequences. A cursory survey of Reconstruction is never satisfying, but a fuller treatment of Reconstruction can be like quick sand—easy to get into but impossible to get out of. Second, to the extent that students may have any preconceptions about Reconstruction, they are often an obstacle to a deeper understanding of the period. Given these challenges, I have gradually settled on an approach to the period that avoids much of the complex chronology of the era and instead focuses on the “big questions” of Reconstruction.
However important a command of the chronology of Reconstruction may be, it is equally important that students understand that Reconstruction was a period when American waged a sustained debate over who was an American, what rights should all Americans enjoy, and what rights would only some Americans possess. In short, Americans engaged in a strenuous debate about the nature of freedom and equality.
With the surrender of Confederate armies and the capture of Jefferson Davis in the spring of 1865, pressing questions demanded immediate answers.
D) Pro-Union
It supports the idea that we, the Republic, want to Govern Ourselves. Hopefully This Helps.
Answer:
The answer is the digital divide.
Explanation:
This concept refers to the unequal distribution of digital technology among different groups. Some criteria include their geography and class satatus. The digital divide mostly occurs due to the high expenses of acquiring said technology.
Although initially the phenomenon was seen as a matter of <em>having</em> the technology, today is considers access and usage.
Answer:
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Explanation:
When increasing temperature you also increase pliablity (elasticity); muscle fatigue
