D. Native Americans
Holped this helped!
The correct answer is B; They had few rights under their contract.
Further Explanation:
Numerous wealthy families had indentured servants in Jamestown. The people who were indentured servants all choose so willingly. Some of the reasons for becoming an indentured servant were;
- they came to America free
- free room and board
- lodging and freedom dues paid for the workers
- after their service was over they had a freedom package
The freedom packages included many incentives such as;
- free land, sometimes, up to 25 acres
- free corn for a year
- new clothing
- animals, such as cows or pigs
- arms/guns
The indentured servants usually worked for an average of 7 years depending on the contract they signed. They were not slaves and were there of their own free will. They did get punished, many times harshly if a rule was broken. The contract could be made longer if a rule was broken, such as the pregnancy of a female servant. Indentured servants were both white and African American. The African Americans had the same contracts as the whites and were treated equally until slavery began and they lost their rights.
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The british actions to prevent trade with U.s and france
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.
