Answer:
The correct answer is C) All states should have same number of congressional representatives.
Explanation:
New Jersey wanted equal representatives for all States, regardless of the geographic size of the State or it's population.
New Jersey believed this was fair, gave each State an each representative and at the same time, provided a degree of Independence from the Federal Government.
However, this proposal was eventually rejected and eventually a new deal was reached which is now known as the Connecticut Compromise. A ratified form of this deal is currently included as part of the Constitution.
The correct answer to this question is D. This is because A, implies that the Declaration of Independece guarantees the individual rights, but it briefly mentions some of this freedoms, such as those of life, liberty and the pursuit of hapiness in order to argue the reaons why the decision of the States to declare themselves independent from the British Crown, so it does not really explain these rights.
Regarding B, the bill of rights, that is, the first 10 Ammendments of the Constitution, does not deal with the reasons for revolution, as this body of ammendments is the result of the evolution of the society, its needs and demands: they were created along the time, as a result of a process, so they are not entirely linked to the reasons for the revolution.
And finally, C probably best describes the Constitution, which is the one that creates the Government as it certainly outlines its structure as we see it today, and in any case replaces the Declaration of Independence which doesn´t really deal with the creation of the Government.
As a conclusion, the Declaration of Independence is the political statement which sets the will of the new nation, whereas the Constitution, as the result of this initial statement, creates the Government, that at the same time, recognizes the individual rights as an expression of the Declaration and is adopted by the Constitution to guarantee the enforceability of these Rights.
a chart to compare the Chesapeake and New England colonies from 1607 to ... Economic System in Chesapeake ... plantation aristocracy held disproportionate social and political power to its ... Most importantly religious, but some commercial. ... Features. Quizlet Live · Quizlet Learn · Diagrams · Flashcards · Mobile. Help.
The Compromise of 1850 reflected in the map as It ensured that the number of free and slave states was equal.
Option: C.
<u>Explanation:</u>
Reynolds W.C. along with Jones J.C. sketched a U.S. map to display the area of the slave and free states. That map also included the territory which was open to freedom or slavery after repealing the Missouri Compromise.
Missouri Compromise was signed to retain a balance among the number of free states and slave states in the Union. Thus it admitted Missouri to join as the slave state, meantime Maine joined as the free state. Hence by preserving the equivalence between numbers of slave and free states.
Answer:
1. the struggle for voting rights
2. de facto school segregation
3. quality of public schools in black neighborhood
Explanation:
1. the struggle for voting right: this was a struggle between de jure segregation that existed in just one part of the country (the states of the old south). but the problem of de facto segregation was one that existed throughout the country, and its effects perhaps seen most clearly in nation's public schools
2. de facto school segregation: several supreme court cases in the early 1960s made it clear that de facto school segregation was unlawful and that segregated schools would be integrated by court order if necessary. in early 1970s, court began requiring school plans, which would send African-American students to largely white schools and send withe students to largely African-American schools, as a means of achieving greater racial balance
3. quality of public schools in black neighborhood: in Boston, African-American community began protesting the quality of public schools in largely black neighborhoods in the early 1960s. in 1965, in response to federal investigation of possible segregation in the Boston public schools, the Massachusetts legislature passed a Racial imbalance act. the new law outlawed segregation in Massachusetts schools and threatened to cut off state funding for any school district that did not comply.
