Answer:
Primary source documents are the building blocks of history, and studying them allows students to draw their own conclusions about history, connect to a person or an event, and tell a story in their own way.
Explanation:
Primary sources help students develop knowledge, skills, and analytical abilities. When dealing directly with primary sources, students engage in asking questions, thinking critically, making intelligent inferences, and developing reasoned explanations and interpretations of events and issues in the past and present.
Examples of a primary source are: Original documents such as diaries, speeches, manuscripts, letters, interviews, records, eyewitness accounts, autobiographies. Empirical scholarly works such as research articles, clinical reports, case studies, dissertations.
Answer:
B) True.
Explanation:
America's first government was inadequately prepared and weak for a number of reasons.
Firstly, the U.S. government could not print money, and when they could, the US currency was useless outside of the United States.
Secondly, the U.S. could not impose taxes in a federal level for fear of public outcry, especially as they had just broken away from Great Britain for the very reason of taxes. This meant that the U.S. government had no funds for any governmental actions.
Thirdly, the federal government had no foreign relations powers. Each state individually made trade deals and alliances with different nations, independent on each other.
Fourthly, the U.S. was not able to make good on their war debts and promises to investors, both at home and also foreigners.
Virginia had good farmland and the large plantations needed workers to work the land. The plantation owners took advantage of free, slave labor. Massachusetts didn’t have large farmland.
<span>The electric elevator was patented by Alexander Miles in 1887, though one had been built by the German inventor Werner von Siemens in 1880.</span>
