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stepladder [879]
3 years ago
11

Describe the reasons why each group fought in the american revolution

History
1 answer:
yaroslaw [1]3 years ago
8 0
There were two main groups of people, not counting the British empire. Among the Americans, there were loyalists and there were patriots.

The British empire believed that it was their right to control the colonies since they were a colony of Britain and in order to ensure their mercantilist policies were making them more powerful they needed to have the colonies under pressure and under control and put down any rebellion or anything similar that might have occurred. 

The loyalists were people who didn't want the colonies to become indipendent. They worked closely with the Empire and the change in power would not be good for them since they were often either governors or rich merchants or anything similar that put them in the position of power in the colonies.

The patriots were those who wanted to become independent. They believed that the British empire was exploiting the colonies and that the colonies should have sovereignty over their own territory and choose things like taxes and wars and similar things and not just be involved in anything bad that Britain decided to do.
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What does the Court mean by the "tangible" factors of equality? Use both the excerpt and your own knowledge of schools to indica
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Hello. You forgot to put the text to which this question refers. The text is:

Here . . . there are findings below that the Negro and white schools involved have been equalized, or are being equalized, with respect to buildings, curricula, qualifications, and salaries of teachers, and other "tangible" factors. Our decision, therefore, cannot turn on merely a comparison of these tangible factors in the Negro and white schools involved in each of these cases. We must look instead to the effect of segregation itself on public education. . . .

Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society . . . Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms. . . .

To separate them [children in grade and high schools] from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely to ever be undone. . . . Whatever may have been the extent of psychological knowledge at the time of Plessy v. Ferguson, this finding is amply supported by modern authority...

Answer and Explanation:

According to the reading of the text, we can infer that the court considered "corporeal" elements as tangible factors of equality, that is, factors that are possible to be touched, such as buildings, curricula, teachers' salaries, among others. Thus, we can indicate that the court considers that only these factors are important to make schools between whites and blacks equal, allowing segregation to continue.

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