Answer:
Under the pretense of helping devastated Indian Nations, boarding schools created places of assimilation, forcing children to attend and sometimes resorting to what would now be called kidnapping. Many of these children died from homesickness, working accidents, uncontrolled diseases and ill-planned escape attempts.
Explanation:
Under the pretense of helping devastated Indian Nations, boarding schools created places of assimilation, forcing children to attend and sometimes resorting to what would now be called kidnapping. Many of these children died from homesickness, working accidents, uncontrolled diseases and ill-planned escape attempts.
B. The king now had absolute power.
<span>Name three ways in which african nations can achieve economic growth?
</span>1. fostering political stability 2. Building infrastructure 3. Developing Technology.
Hope this helps.
Monalisa by Leonardo da Vinci
Answer:
The American economy was caught in transition on the eve of the Civil War. What had been an almost purely agricultural economy in 1800 was in the first stages of an industrial revolution which would result in the United States becoming one of the world's leading industrial powers by 1900. But the beginnings of the industrial revolution in the prewar years was almost exclusively limited to the regions north of the Mason-Dixon line, leaving much of the South far behind.
In 1860, the South was still predominantly agricultural, highly dependent upon the sale of staples to a world market. By 1815, cotton was the most valuable export in the United States; by 1840, it was worth more than all other exports combined. But while the southern states produced two-thirds of the world's supply of cotton, the South had little manufacturing capability, about 29 percent of the railroad tracks, and only 13 percent of the nation's banks. The South did experiment with using slave labor in manufacturing, but for the most part it was well satisfied with its agricultural economy.
The North, by contrast, was well on its way toward a commercial and manufacturing economy, which would have a direct impact on its war making ability. By 1860, 90 percent of the nation's manufacturing output came from northern states. The North produced 17 times more cotton and woolen textiles than the South, 30 times more leather goods, 20 times more pig iron, and 32 times more firearms. The North produced 3,200 firearms to every 100 produced in the South. Only about 40 percent of the Northern population was still engaged in agriculture by 1860, as compared to 84 percent of the South.
Explanation:
