The Battle of Tours (10 October 732)[8] – also called the Battle of Poitiers and, by Arab sources, the Battle of the Highway of the Martyrs (Arabic: معركة بلاط الشهداء, translit. Ma'arakat Balāṭ ash-Shuhadā’)[9] – was fought by Frankish and Burgundian[10][11] forces under Charles Martel against an army of the Umayyad Caliphate led by Abdul Rahman Al Ghafiqi, Governor-General of al-Andalus. It was fought in an area between the cities of Poitiers and Tours, in the Aquitaine of west-central France, near the village of Moussais-la-Bataille, about 20 kilometres (12 mi) northeast of Poitiers. The location of the battle was close to the border between the Frankish realm and the then-independent Duchy of Aquitaine under Odo the Great. The Franks were victorious. Abdul Rahman Al Ghafiqi was killed, and Charles subsequently extended his authority in the south. Details of the battle, including its exact location and the number of combatants, cannot be determined from accounts that have survived. Notably, the Frankish troops won the battle without cavalry.[12]
Answer:
The date the United States entered the war = On April 6, 1917
The date of Treaty of Versailles = 28 June 1919
Explanation:
USA started fighting for it allies ( Britain, France, and Russia ) on April 6, 1917.
Over 2 million USA soldiers fought on the battle fields. US citizens were not in favour of entering the war. The date of the Treaty of Versailles is 28 June 1919 and it is the most important of the peace treaties that brought World War I to an end.
The question is asking to state or describe how both groups used land, and how their ways of life conflicted, and base on my research, I think the best way to explain it is that they have conflict on their interest of the resources found on each land of the Great Plains. I hope this would help
Answer: b. King George III
Details:
Jefferson provided a list of "facts to be submitted to a candid world" to demonstrate that the British king, George III, had been seeking to establish "an absolute Tyranny over these States" (the colonial states which were declaring their independence).
Jefferson's list included items such as:
- The king refused to assent to laws that were wholesome and necessary for the public good.
- The king had forbidden colonial governors to enact laws or implement laws without his assent (which, as the prior point noted, he was in no hurry to give).
- The king forced people to give up their rights to legislative assembly or forced legislative bodies to meet in difficult places that imposed hardships on them.
- The king dissolved legislative assemblies and then refused for a long time to have other assemblies elected.
- The king obstructed justice in the colonies and made judges dependent on his will alone for their salaries and their tenure in office.
- The king kept standing armies in place in the colonies in peacetime, without the consent of the colonial legislatures.
- The king imposed taxes without the colonists' consent.
These and additional items listed in the Declaration were meant to support the colonies' position that tyranny was standard operating procedure by the British monarchy, and therefore revolution was justified.
John Dewey’s education reforms sought to
B) give children critical thinking skills and problem-solving skills that would help them in everyday settings.
According to John Dewey, students should relate the information which is provided to them with experiences from their own life. They should not memorize information recited by a teacher, and they should be aware of their potential and use it rather than receiving pre-determined skills. They also should have active participation in economic, social and political decisions that will impact their life. He also upheld the idea that students only prosper in an environment where they can experience the curriculum by taking part in their learning, highlighting the importance of learning how to live instead of just getting knowledge and information.
