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kondor19780726 [428]
3 years ago
12

Who mostly lived in tenement houses during the nineteenth and twentieth century?

History
1 answer:
AURORKA [14]3 years ago
8 0

The correct answer is letter A.

Explanation: In the nineteenth and in the twentieth century most of people classified as middles class were living in tenement houses with bad conditions, but it was where they could live.

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Hitler's Final solution meant the extermination of all A. European Jews B German Jews or C Non-German Jews
Arturiano [62]
The correct answer among the choices given is B) German Jews 


Hitler believed, if you were a German Jew, you are not fully German. 
7 0
3 years ago
How did Mongol migratory patterns affect their production and distribution?
vagabundo [1.1K]

Answer: Mongols did not necessarily need to expand their territories as much as they did. The pull factor for Mongol imperialism is directly related to the push factors. They may have included climactic and geographic issues impacting the nomadic tribes but most likely were due to the Mongols being enthusiastically militaristic.

3 0
3 years ago
How did the laws of Georgia affect the Cherokee?
kramer

Answer:

The answer is A

Explanation:

It treated them badly cause it took their land and made them relocate to a diffrent area

6 0
3 years ago
Read 2 more answers
What is the significant of the constitution beginning with "we the people" rather than "we the states"?
zepelin [54]

Answer:

See below

Explanation:

We the people show that they represent the people, not the government. They wanted to express that the people now have a voice, it isn't an authoritarian regime or monarch makes all decisions. Ironic since the state representative's vote instead of the people. lol

6 0
3 years ago
What was school like during the civil war in the north?
alisha [4.7K]

Answer:

School was an important topic in the lives of most children. Few states provided universal public education, but in communities throughout the nation, local church congregations and civic-minded citizens started schools. The teacher was often left largely to his or her own devices and the day-to-day running of the schools was based more on the teacher’s practices than the board’s policies. The agricultural economy in both the North and the South dictated school schedules, and children were excused from school during the months when they were needed to work in the fields. The modern practice of closing schools for long summer breaks is a holdover from this practice.

The schools were generally small, and often several grade levels were taught in the same room. Testing was often oral, and children memorized and recited more often than they wrote. Indeed, there is some evidence that the phrase “toeing the line” relates to the practice of making children stand at a line on the floor when reciting their lessons

Corporal punishment was used, and even encouraged. Lucy Chase traveled south to teach in a school for free blacks. She related in a letter that the mothers frequently encouraged her to use corporal punishment:

Norfolk, Va. 7/1/64

...Many a father and mother have begged me to beat their children at school. “Spare the rod and spoil the child,” is on every mother‘s tongue. “Now you whip her and make a good girl out of her,” the kindest mother says when she trusts her sweetest child to us...

In general, students attended school for fewer years than do modern students. However, a brief survey of school books from the period indicates that their reading books advanced through several modern grade levels in any given year. By the fifth year of school, students were reading material at a level which is today considered college level.

There were also academies which provided intensive educational experiences for boys and girls aged thirteen to twenty. The children of wealthy families might board at the academy, while children from the area were day students. These academies offered a variety of classes. John B. Cary’s Hampton, Virginia Male and Female Academy, for example, offered classes in Greek, Latin, French, German, Italian, and Spanish, as well as chemistry, natural philosophy, and astronomy. As at most academies, the boys and girls were kept separated at Hampton.

At many Southern academies, discipline was maintained among the boys through a military-type training which well prepared them for military service. It not only prepared the students, but also the faculty. Indeed, John B. Cary’s academy closed during the war, as 20% of the faculty, and 25% of the students served together in a unit which became the 32nd Virginia Infantry. (The Civil War had a smaller impact on Northern academies.)

7 0
3 years ago
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