I’d go with C. Jazz and the dance “The Charleston” were big and new in the 1920s.
Not A, because The Great War, World War I, ended in 1918.
Not B, because the Panama Canal was built from 1904 to 1914.
Regarding D: Telegraphs were sent from the 1840s-1977. If the question is supposed to have more than one answer, this would be a good second answer. But if the question has only one answer, go with C.
Yes in May 1961, where a series of civil rights actions in which integrated groups of activists rode a commercial buses for example is a grey hound and trail ways, regardless of the laws in the individual states they passed through. These were designed to test that ruling and help overturn jim crow laws in southern states. these are just some parts of the history that we should always remember.
Not sure what the options are, can you provide them?
Most European countries were angered with the Monroe Doctrine the United States implemented especially the countries and empires part of the Holy Alliance after the Napoleonic war. But due to insufficient power and naval forces to implement the doctrine most countries disregard the threat.
Answer: The challenges of immigration are, more often than not, negotiated in the context of the family (Carranza 2001). Therefore, research in family studies needs to encompass the family as a unit of analysis as well as the patterns of resistance that family members develop in order to bounce back in an unwelcoming environment.
Explanation: A purposive sample was chosen in order to provide some diversity to the range of the accounts regarding mother–daughter negotiation. The purposive sample provided richness along many dimensions such as socio-economic-political religious affiliations, migration paths, etc. The sample design was fairly complex involving two sets of participants. Each of the two sets included mothers and their daughters. Participants in these sets were interviewed individually.These two sets were: (i) The Mother–Adolescent
Daughter Set which included Salvadorian immigrant mothers and at least one of their adolescent daughters between the ages of 15 and 17 years who were born in Canada or abroad; and (ii) The Mother–Adult Daughter Set which included Salvadorian immigrant mothers and at least one of their adult daughters between the ages of 19 and 30 years who grew up in Canada or arrived before becoming an adolescent. Mothers and daughters in these two groups were interviewed individually because ‘in-depth interviews provided the possibility to learn to see the world from the eyes of the person being interviewed’ (Ely 1991, p. 58). These in-depth conversations allowed obtaining information about the participants’ individual perceptions regarding their positioning as they settled into Canadian context.
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