It was a mistake to welcome the Americans to Nez Perce land
Hitler was popular among his people because not only were they looking for a scapegoat to blame for their problems, but because in their eyes he was fixing Germany’s problems and making her into a powerful nation once more. Schools should cover the Holocaust so that the children of today can learn from the mistakes of yesteryears, and prevent such from happening again in our times. We can prevent such from happening again from teaching children the mistakes that lead to the genocide of ~6 million people, like the acceptance of violence and discrimination, the political manipulation of anger, scapegoating, and the unchecked thrive if the extreme far-right. Some people could deny the Holocaust because they can’t comprehend the scale, that six million people could be slaughtered in just a few years, or that they outright refuse to accept the facts for what they are. Yes, I believe that the Nazi soldiers were rightly arrested and charged for their war crimes, even though they were “only following their orders”. They could have easily refused such roles or refuse to follow their orders, but they chose to save themselves from their own death by allowing the deaths of six million people. People such as Oskar Schindler and Major Karl Plagge show that they did not have to blindly follow their orders, that they could use their morals and conscience to see what they were doing was horrible and inhuman.
Answer:
Theocracy, government by divine guidance or by officials who are regarded as divinely guided. In many theocracies, government leaders are members of the clergy, and the state's legal system is based on religious law. Theocratic rule was typical of early civilizations.
Explanation:
Answer:
The status dropout rate represents the percentage of 16- to 24-year-olds who are not enrolled in school and have not earned a high school credential (either a diploma or an equivalency credential such as a GED certificate). In this Fast Fact, status dropout rates are based on data from the American Community Survey (ACS). The ACS is an annual survey that covers a broad population, including individuals living in households as well as individuals living in noninstitutionalized group quarters (such as college or military housing) and institutionalized group quarters (such as correctional or health care facilities).1 In 2018, there were 2.1 million status dropouts between the ages of 16 and 24, and the overall status dropout rate was 5.3 percent.
The status dropout rate varied by race/ethnicity in 2018. The status dropout rate for Asian 16- to 24-year-olds (1.9 percent) was lower than the rates for their peers who were White (4.2 percent), of Two or more races (5.2 percent), Black (6.4 percent), Hispanic (8.0 percent), Pacific Islander (8.1 percent), and American Indian/Alaska Native (9.5 percent). In addition, the status dropout rate for those who were White was lower than that of every other racial/ethnic group except those who were Asian. The status dropout rate for those who were Hispanic was higher than that of most racial/ethnic groups, but was not measurably different from the rates for those who were Pacific Islander and American Indian/Alaska Native.
The overall status dropout rate decreased from 9.7 percent in 2006 to 5.3 percent in 2018. During this time, the status dropout rate declined for 16- to 24-year-olds who were Hispanic (from 21.0 to 8.0 percent), American Indian/Alaska Native (from 15.1 to 9.5 percent), Black (from 11.5 to 6.4 percent), of Two or more races (from 7.8 to 5.2 percent), White (from 6.4 to 4.2 percent), and Asian (from 3.1 to 1.9 percent). In contrast, there was no measurable difference between the status dropout rate in 2006 and 2018 for those who were Pacific Islander.
The status dropout rate was higher for male 16- to 24-year-olds than for female 16- to 24-year-olds overall (6.2 vs. 4.4 percent) and within most racial/ethnic groups in 2018. Status dropout rates were higher for males than for females among those who were White (4.8 vs. 3.6 percent), Black (7.8 vs. 4.9 percent), Hispanic (9.6 vs. 6.3 percent), Asian (2.3 vs. 1.6 percent), and of Two or more races (5.9 vs. 4.4 percent). However, there were no measurable differences in status dropout rates between males and females for those who were Pacific Islander or American Indian/Alaska Native. The size of the male-female gap also differed by race/ethnicity. The male-female gaps for those who were Hispanic (3.3 percentage points) and Black (2.9 percentage points) were higher than the male-female gaps for those who were of Two or more races (1.6 percentage points), White (1.1 percentage points), and Asian (0.7 percentage points).
Explanation:
