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noname [10]
3 years ago
15

Colonial powers were particularly interested in mining which resource that was abundant in Africa?

History
2 answers:
Daniel [21]3 years ago
8 0

The correct answer is letter C: Diamonds.

Back in the 19th Century, the British Government was attracted by all the mineral wealth Africa possessed, especially diamonds, creating a "diamond rush" among other nations such as United States and Australia.

South Africa became the major source for the ones seeking diamonds and colonize the area in order to have the monopoly of the industry.



dalvyx [7]3 years ago
5 0

The answer is:

diamonds

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How did Germans immigrating to Louisiana impact the colony?
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Answer:

The first farmers that arrived were crucially important to New Orleans.

Explanation:

The community of farmers that arrived in Louisiana in the early 1700s was made up of mostly farmers and skilled workers. These immigrants would prove vital to New Orleans' economy and agriculture sector. They grew much of New Orleans' food and eventually became sharecroppers, which spread to surrounding areas and grew the boundaries of 'Farmed Louisiana.'

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how can we interpret and compare speeches from president lincoln and Obama, and from Frederick Douglass, to help us analyze the
zavuch27 [327]

Answer:

I have a short article included to help.

Explanation:

Frederick Douglass’s 1845 Narrative continues to be a popular pedagogical text for high school and college curricula for the didactic reason that Douglass is a strong advocate for the benefits of reading and writing. Responding to the rumor that he might have been a well-educated freeman masquerading as a runaway slave, the educational elements of Douglass’s autobiography were partially intended to explain the source of his eloquence—tracing his beginning lessons in penmanship with neighborhood boys in Baltimore to his clandestine reading of The Columbian Orator. By including the letter he forged in his first escape attempt, he implies the message that literacy set him free. Setting a precedent for many African American literary figures who came after him, including Ralph Ellison’s fictionalized Invisible Man and the real-life President Barack Obama, Douglass fashioned a compelling explanation of his coming-to-voice, which even competes with, and eventually eclipses, the drama of his escape in the book’s final chapters.

One of the most dramatic emblems of Douglass’s literary education is the moment he becomes moved to address the ships on the Chesapeake Bay—it is a picture in words of his oratorical birth. In William Lloyd Garrison’s preface to Frederick Douglass’s 1845 Narrative, he celebrates the theatrical scene: Reduced to total abjection by the brutality of his slavemaster Covey, Douglass retreats to the Chesapeake shore on Sunday, and gives a moving speech to the white-sailed ships on the horizon. Performing as if he were on stage, Douglass laments his misery, questions whether there is a God, and concludes that since Covey is probably going to kill him anyway, he might as well try to escape. According to Garrison, Douglass’s oratorical tableau is the visual and literary epitome of the basic human desire for freedom—a “whole Alexandrine library of thought, feeling, and sentiment” (7). Like Garrison’s investment in The Liberator’s 1850 masthead, adapting Josiah Wedgwood’s image of a shackled and kneeling slave asking, “Am I not a man and a brother?,” Garrison points Douglass’s readers to this moving portrait of suffering with the hope that they, too, will vicariously experience the slave’s resolution for freedom.1 Although Garrison seems to have hoped that the scene would principally inspire sympathy for Douglass among his white readers, in Douglass’s hands it also turns into a representation of literary agency with lasting significance for African American literature. Douglass’s figure of himself—embodied in words—as communicating with the nation is echoed in similar moments of coming-to-voice in African American literary figures to the present day, and has become one of the most enduring elements of his rhetorical legacy.

Douglass’s waterside speech is a curiously artistic milestone in antislavery testimony even beyond its anguished desperation. Garrison might have pointed to many other dramatic passages—such as the whipping of Aunt Hester, the slave auction, the abandonment of Douglass’s grandmother, or even the fight with Covey—but he chose instead to highlight this highly literary, if not overwrought, transformational moment in Douglass’s consciousness. In his essay on the aesthetic elements of Douglass’s Narrative, written over forty years ago, Albert Stone argued this speech was an expression of Douglass’s artistic impulses to imaginatively synthesize his thought processes concerning freedom (72).2 But put more bluntly, he might have admitted that Douglass probably never gave this speech at all. Part of what makes Douglass’s first autobiography so effective is his ability to blend his largely factual account of slavery so seamlessly with the inventions of art. Like his deliberately falsified account of his grandmother’s abandonment and death, whose purple passages remained in his autobiographies even after he admitted that they were not true, Douglass’s speech is one of the more glaring examples of his departure from conventional fact in telling his story

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Use your notes to identify the characteristics of a civilization.
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Explanation:

CIVILIZATION

A civilization is a complex culture in which large numbers of human beings share a number of common elements. The six most important characteristics of a civilization are cities, government, religion, social structure, writing, and arts and architecture.

CITIES

Cities grew on rivers and bodies of water where people could carry on large scale farming or could fish for food. As the population grew, villages became towns and towns became cities, and surplus goods could be used in trade. Cities were centers of population, culture, and trade.

GOVERNMENT

Government organizes and regulates human activity. Government provides smooth interaction between groups and people. Early governments were led by monarchs who organized armies to defend the people and they made laws to regulate their subjects lives.

RELIGION

Religion explains the forces of nature and their roles in the world, why thing are the way they are, and provide values for living. Early civilizations religions were connected to the rulers who claimed that their power was based on divine approval or they themselves were divine.

SOCIAL STRUCTURE

Social structure gives civilization a framework for peoples' roles in the society. Rulers and an upper class of priests, government officials, and warriors dominated the society. Below them a large group of free people - farmers, artisans, and craftspeople - grew food and made necessary items for the society. The upper classes wanted luxury items which encouraged artisans, and they bought food from the farmers. The population growing created trade of goods for raw materials.

WRITING

Writing was used to keep records of history and important matters. Eventually writing was also used for creative expression and produced literature.

ART AND ARCITECTURE

Architecture was used to build temples for worship or sacrifice and palaces and tombs for kings. Painters and artists portrayed stories of nature and depicted gods and rulers.

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Could you provide answer choices or the source being used to answer this?
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