Answer:
In this lesson, students explore primary and secondary sources that shed light on the underlying causes of the outbreak of World War II in Asia. Students examine the rise of Japanese Pan-Asianism, militarism, and ultranationalism, and the racial and imperialist ideologies underpinning them. They also consider Japan’s needs, as a rapidly industrializing country, for China’s natural resources, and its increasingly isolationist stance after what it perceived as mistreatment by imperial Western powers and in the League of Nations. Taken together, these sources give students insight into the complexity of the factors that led to the outbreak of war and provide a framework that will help students prepare to investigate the Nanjing atrocities in the
It promoted the (relatively) rapid diffusion of immigrants, language, and domesticated crops and animals. Those factors are examined in excellent detail in Jared Diamond's book, "Germ, Guns and Steel" which I highly recommend for anyone studying the development of world cultures. It's a long read, but well worth it.
The colonies (13) would first pick up Africans from Africa, then travel back to the US to keep some for their own and then trade them to Europe. This is also known as the Triangular Slave Trade. If you are to look on a map, you can see that from Africa, to the US, then to Europe, it forms a triangle.
The other part of Congress is the U. S.<span> Senate. There are maximum 435 members in the </span>United States House of Representatives<span>. ... The number of </span>representatives<span> from each </span>state depends<span> on the number of people in that </span>state<span>, the population, but there is at least one </span>U. S. representative<span> from each of the 50 </span>states<span>.</span>
The answer is D. Hope you like me and want to be friends on here!
