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zlopas [31]
3 years ago
8

How did the economic and social divide between the north and south need to increase sectionalism and eventually the Civil War

History
1 answer:
trapecia [35]3 years ago
7 0

Answer:

The North was an industrial economy by 1860 and the South continued to be an agricultural economy producing cotton, tobacco, sugar and other things. The southern economy relied heavily on slave labor, which was not the case of the North.

In the decades previous to the Civil War (1861-1865), the different administrations imposed high tariffs to foreign products to protect the American- made northern products. This meant that northern products had usually a high price southerners had to pay for; this originated many claims of a preferential treatment which was damaging for the South and disatisfaction.

And of course, there were the rising tensions over the issue of slavery and whether new states should join the Union as free or slavery states.

Explanation:

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The 1950s led to the loss of employment gains that women made during the war.

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Concerned with a case in which a group of students wore black armbands to school in protest of the Vietnam war, Tinker v. Des Mo
larisa [96]

Answer:

On Feb. 24, 1969, the court ruled 7-2 that students do not “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.”

The court found that the First Amendment applied to public schools, and school officials could not censor student speech unless it disrupted the educational process. Because wearing a black armband was not disruptive, the court held that the First Amendment protected the right of students to wear them.

The court’s majority opinion, written by Justice Abe Fortas, went on to affirm the freedom that young people have under the Constitution:

In our system, state-operated schools may not be enclaves of totalitarianism. School officials do not possess absolute authority over their students. Students… are possessed of fundamental rights which the State must respect, just as they themselves must respect their obligations to the State. In our system, students may not be regarded as closed-circuit recipients of only that which the State chooses to communicate. They may not be confined to the expression of those sentiments that are officially approved. In the absence of a specific showing of constitutionally valid reasons to regulate their speech, students are entitled to freedom of expression of their views

Explanation:

Tinker v. Des Moines is a historic Supreme Court ruling from 1969 that cemented students’ rights to free speech in public schools.

Mary Beth Tinker was a 13-year-old junior high school student in December 1965 when she and a group of students decided to wear black armbands to school to protest the war in Vietnam. The school board got wind of the protest and passed a preemptive ban. When Mary Beth arrived at school on Dec. 16, she was asked to remove the armband and was then suspended.

Four other students were suspended as well, including her brother John Tinker and Chris Eckhardt. The students were told they could not return to school until they agreed to remove their armbands. The students returned after the Christmas break without armbands, but in protest, they wore black clothing for the remainder of the school year — and filed a First Amendment lawsuit.

Represented by the ACLU, the students and their families embarked on a four-year court battle that culminated in the landmark Supreme Court decision. Dan Johnston, a young lawyer also from Des Moines and just out of law school, argued the case.

On Feb. 24, 1969, the court ruled 7-2 that students do not “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.”

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