Answer:
The level of education and vast possession of knowledge. The scholars of Timbuktu were very learned that Kings at the time called them to settle disputes. A manuscript was recently found in Timbuktu. It was on algebra which was translated to French and taken to France for study. The result indicated that it would be a material that would be taught today in second level of University Education.
The people of Timbuktu were exceptionally educated even by today's standards. Though religious studies was a part of what they studied but they made sure to study everything they find.
Such a historic center of learning cannot be replaced.
Answer:
He worked and preached against the violent tension
Explanation:
Answer:
Explanation:
the rise of humanistic thought; the recovery of the literary and artistic heritage of ancient Greece and Rome; increased innovation and discovery; the growth of commercial enterprise;
Answer:
Explanation:
Born from the wartime hysteria of World War II, the internment of Japanese Americans is considered by many to be one of the biggest civil rights violations in American history. Americans of Japanese ancestry, regardless of citizenship, were forced from their homes and into relocation centers known as internment camps. The fear that arose after Japan's attack on Pearl Harbor created severe anti-Japanese prejudice, which evolved into the widespread belief that Japanese people in America were a threat to national security. On February 19, 1942, President Franklin D. Roosevelt signed Executive Order 9066, giving the government the power to begin relocation.
Executive Order 9066 placed power in the hands of a newly formed War Relocation Authority, the WRA. This government agency was tasked with moving all Japanese Americans into internment camps all across the United States. The War Relocation Authority Collection(link is external) is filled with private reports explaining the importance of relocation and documenting the populations of different camps. WRA Report No. 5 on Community Analysis prepares the reader for the different ways and reasons for which the "evacuees" might try to resist, and how to handle these situations.
This order of internment was met with resistance. There were Japanese Americans who refused to move, allowing themselves to be tried and imprisoned with the goal of overturning Executive Order 9066 in court. The Japanese American Internment Camp Materials Collection(link is external) showcases the trials of Gordon Hirabayashi and Minoru Yasui, two men who had violated the relocation order. In the case of Japanese-American Gordon Hirabayashi, an entire defense committee was created to garner funding and defend him in court. The case made it all the way to the Supreme Court, where the President's orders were declared constitutional and Hirabayashi was pronounced guilty. Minoru Yasui v. The United States met the same fate, with the justification that Yasui had renounced his rights as a citizen when he disobeyed the orders of the state.
While many fought this Order in the court system, non-Japanese Americans found other ways to voice their dissent. Church Groups provided boxed lunches for Japanese people as they left for internment camps, but even this simple act of charity was met with contempt. Letters and postcards from the Reverend Wendell L. Miller Collection(link is external) admonished one group of churchwomen, exclaiming that they were traitors for helping "the heathen" rather than the American soldiers fighting for their country. >
The correct answer is sequences of comparable events.
<em>The kind of patterns that historians look as they track differences in societies are sequences of comparable events.
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When doing research on differences in societies, historians have to look for patterns in the societies they are studying to try to find sequences of comparable events. They need to compare similar variables in the societies they are comparing in order to have an accurate and valid comparison on circumstances, dates, and events.
The other options of the question were, b) sequences of events that have nothing to do with each other, c) sequence of colors, and d) the order in which events occurred.
