They were different, because in Thinker's case it was ruled in the favor of the students. They had the freedom to publish whatever they wanted, as long as it was not disruptive . In Hazelwood's case it was ruled in favor of the school, because the educators had a power to decide what could be published in student's newspaper.
Theres a link I left for you
Unlike the British, the French were not interested in taking over Native American Island. Instead, they were interested mainly in trading furs.
Answer:
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Explanation:
Because the Holocaust involved people in different roles and situations living in countries across Europe over a period of time—from Nazi Germany in the 1930s to German-occupied Hungary in 1944—one broad explanation regarding motivation, for example, “antisemitism or “fear,” clearly cannot fit all. In addition, usually a combination of motivations and pressures were in play. For the Holocaust as other periods of history, most scholars are wary of monocausal explanations. Interpretations of individuals’ motivations fall into two broad categories: first, cultural explanations (including ideology and antisemitism); and second, social-psychological ones (fear, opportunism, pressures to conform and the like).
<span><span>Pardons would be granted to those taking a loyalty oath</span>No pardons would be available to high Confederate officials and persons owning property valued in excess of $20,000<span>A state needed to abolish slavery before being readmitted</span>A state was required to repeal its secession ordinance before being readmitted.</span>Most of the seceded states began compliance with the president’s program. Congress was not in session, so there was no immediate objection from that quarter. However, Congress reconvened in December and refused to seat the Southern representatives.
Reconstruction had produced another deadlock between the president and Congress.
