1answer.
Ask question
Login Signup
Ask question
All categories
  • English
  • Mathematics
  • Social Studies
  • Business
  • History
  • Health
  • Geography
  • Biology
  • Physics
  • Chemistry
  • Computers and Technology
  • Arts
  • World Languages
  • Spanish
  • French
  • German
  • Advanced Placement (AP)
  • SAT
  • Medicine
  • Law
  • Engineering
xenn [34]
3 years ago
6

Which of the following is an accurate comparison of the two court cases?Baker v. Carr (1961) - Shaw v. Reno (1993)A. Ruled that

Tennessee violated the equal protection clause of the Fourteenth Amendment - Ruled that North Carolina violated the due process clause of the Fourteenth AmendmentB. Led to the "one-person, one-vote" judicial doctrine - Prohibited oddly-shaped majority-minority districtsC. Decided that the Supreme Court can declare a law unconstitutional - Decided that federal courts can intervene and decide redistricting casesD. Extended the Fourteenth Amendment to apply to the states - Led to an increase in power for the national governmentComparison B
Social Studies
1 answer:
madreJ [45]3 years ago
5 0

Answer:

(B) Led to the "one-person, one-vote" judicial doctrine - Prohibited oddly-shaped majority-minority districts

Explanation:

Baker v. Carr (1961) is a Supreme Court case concerning equality in voting districts. Decided in 1962, the ruling established the standard of "one person, one vote" and opened the door for the Court to rule on districting cases.

Shaw v. Reno (1993) In 1991, a group of white voters in North Carolina challenged the state's new congressional district map, which had two “majority-minority” districts. The group claimed that the districts were racial gerrymanders that violated the equal protection clause of the Fourteenth Amendment.  In its 1993 decision, the Supreme Court agreed, ruling that race cannot be the predominant factor in creating districts.

You might be interested in
Essay on school should be declared as a peace zone​
OLga [1]

Save the Children has developed a project that aims to link the global work done on protecting education from attack to what happens at school level in affected countries. Schools as Zones of Peace is a Save the Children led project that aims to secure boys and girls’ protection at school, and avoid that education is disrupted because of armed conflict. The project builds on the Schools as Zones of Peace-model that was successful in ensuring children’s access to education in Nepal during the civil war, and uses components from this while linking it to the Safe Schools Declaration. In the project, we work with children, school management and local communities, and work to influence local, national and global policies. Locally, the project aims to secure protective learning environments in conflict and post-conflict situations, raise awareness among communities, school management and children, and build local and national level engagement to protect education. This includes using participatory tools and methods to engage children. This is a way to implement the Safe Schools Declaration through a bottom-up approach by engaging local schools and communities. Where the context allows, we work through partners to engage armed non-state actors (ANSAs) among others to not disrupt education. Globally, we aim to link experiences from these countries to the global advocacy and policy work.

This project links child protection and education across the interventions. One of the key aspects of the project is to address the issues one has uncovered (<em>for instance ensuring that documentation is follow-up by providing a response, either through referral or through direct support</em>). It is thus important that education and child protection colleagues work together in designing and implementing this project. As Save the Children works to reach the most marginalised children, it is important that when conducting activities, the organisation pays special attention to the children who are not the most vocal, and ensures that the activities are conducted in an inclusive and gender-sensitive way, promoting the participation of all children. Boys and girls should both be represented when conducting the activities.

Schools as Zones of Peace (SZOP) is primarily for any situation (<em>conflict or fragile context</em>) where children are facing disruption in education because of military use, occupation, attacks on schools, forced recruitment or classrooms used as storage for military or weaponry. The project is linked to the Safe Schools Declaration (SSD), but endorsement of the SSD is not a prerequisite to implement the project in a given context. In some circumstances, implementation of the SZOP project may lead to a state endorsing the declaration.

Working on a project to protect education from attack is sensitive, and may not be appropriate in all contexts. Carefully consider whether this project is appropriate, and take care to ensure that none of the activities chosen put any staff, children or local communities at risk or in harm’s way. In some contexts, none or only a few of the presented activities may be possible, while in others, it is appropriate to conduct all the activities. This guide merely aims to present the key activities as they are currently being implemented in the Schools as Zones of Peace countries, but the responsibility for programming will ultimately lie with the implementing organisation choosing the activities. Please take care to contextualise any activities chosen, and be aware that not all tools will be appropriate in all contexts, and most will have to be contextualised.

4 0
3 years ago
Who had iron ore deposits
astra-53 [7]

Answer:

I'm not exactly sure what you're asking here, but a country that had a lot of iron ore was Sweden.

3 0
2 years ago
Read 2 more answers
The ATC supervisor took time to brief his new controllers when she arrived at the TRACON, stating that if they see something you
Pavlova-9 [17]

Answer:

idk

Explanation:

6 0
3 years ago
In the free-enteprise system of the United States,the government​
Juliette [100K]

Answer:

your trash kid

Explanation:

4 0
3 years ago
Could either side be considered the winner in this compromise? why or why not?
Likurg_2 [28]
<span>Slavery was divided equally among the states so there was no real "winner", at the end of the compromise there were 12 slave states and 12 free states</span>
8 0
3 years ago
Other questions:
  • How does it seem Revere tried to sway the public's opinion about the Boston Massacre?
    13·1 answer
  • What is a charter written document
    13·1 answer
  • Describe Sammy’s speech style. What can we infer about him from the way he speaks and the words that he uses?
    9·1 answer
  • Pick a Region you would like to live and why?
    14·1 answer
  • In this excerpt from "Rip Van Winkle," what best describes the way Irving uses the word junto to describe the men who meet every
    8·1 answer
  • The majority of the liver is found in what quadrant? <br> a. ruq <br> b. luq <br> c. rlq <br> d. llq
    5·1 answer
  • What two pieces of “dramatic news” did the Americans get during the course of the battle?
    14·1 answer
  • You have a dream in which you wake up to find that people around you are using words that make no sense. What’s more, your frien
    13·1 answer
  • How do Water Towers work and why do we<br> still use them today in society?
    8·1 answer
  • How did the time traveller know that entire years were passing in the time machine
    12·1 answer
Add answer
Login
Not registered? Fast signup
Signup
Login Signup
Ask question!