In his book, A People's History of the United States, Howard Zinn cites examples from US colonial history of the gap between rich and poor in colonial life.
A key study cited by Zinn examined tax registers from Boston, showing that the top 1% of the population held 25% of the wealth in 1687, and that by 1770, the top 1% of property owners in Boston owned 44% of the wealth. The study also noted that the bulk of Boston's population were not property owners. The percentage of adult males in Boston who owned no property doubled between 1687 and 1770 (from 14% to 29%).
Zinn cited additional items, regarding overcrowding of poorhouses (giving a notable example from New York) and a general increase throughout the colonies of the "wandering poor" who had no real means of support. He also cited examples of workers' strikes against employers in the colonies because of low wages.
Explanation:
"Another little-remembered facet of anti-Latino discrimination in the United States is school segregation. Unlike the South, which had explicit laws barring African-American children from white schools, segregation was not enshrined in the laws of the southwestern United States. Nevertheless, Latino people were excluded from restaurants, movie theaters and schools.
Latino students were expected to attend separate "Mexican schools" throughout the southwest beginning in the 1870s. At first, the schools were set up to serve the children of Spanish-speaking laborers at rural ranches. Soon, they spread into cities, too."
<span>B. A deal that would let them buy American wheat
Hope this helps!</span>
Answer:
ts goals were to rally the troops, win foreign allies, and to announce the creation of a new country. The introductory sentence states the Declaration's main purpose, to explain the colonists' right to revolution.
Explanation:
Te line comes fro the Declaration of Independence. It is meant to show King George that they are not something he can control.
