It succeded in driving out the Europeans out of the latin american countries
1. Holocaust
2. Final Solution
3. Nuremberg Race Laws
4. Josef Stalin
5. Rationing
6. Scrap metal
7. Japanese
8. Before the Holocaust, Germany passed the Nuremberg Race Laws, which stripped Jews of their citizenship. Once deprived of their status as citizens, the Nazis proceeded to relocate Jews into ghettos and target their businesses for destruction, before removing them to concentration camps to perform forced labor. Eventually, the labor camps became extermination camps.
9. The sheer scale of civilian casualties was different from any previous war. Civilians were targeted, and their deaths outnumbered military deaths. Technology like the atomic bomb or airplanes increased the threat to civilians. Similar to WWI, women stepped into occupations and roles that had previously been performed by men. Also, like WWI, WWII was a total war. The mass extermination of Jews, political and religious dissenters, Roma, and other peoples was unprecedented.
10. Based on the scale of civilian deaths, particularly the brutality of the Nazis and Japanese, students might rationalize the dropping of the bombs, agreeing that the conflict needed to be stopped at all costs. On the other hand, students may also perceive the dropping of the atomic bombs as just as ethically problematic since it, too, was a mass killing of civilians. Students may point to the Japanese internment camps as further evidence that the Allies, specifically the United States, acted out of prejudice.
straight from Pf my guy :)
For Germany, the nation-state had its antecedents with Franco -Prussian war in the late 1800s and Japan in the Russia-Japanese war that lead to creating the modern nation-state. A clear example of similarities between this two models is found in that Japan set its constitution according to the German constitution. Furthermore: the public educational system in Japan also had many similarities with the German public educational system.
Nationalism was key for this purpose: it helped consolidate power for Germany and Japan as recently formed modern states, and as a result, both states became international actors posing changes and threats in the politic and economic relations of the region and eventually in the world.
Similarities:
In the case of Germany and Japan, it helped unite people with the common language and cultural background. It created a deep sense of belonging among them. Before the rise of this nation-states for the case of both, there was already a role in politics and regional- foreign trade but it wasn't until they consolidated at states that it became also a power over the region. (Germany as a fully emerged power in Europe and Japan in Asia).
Differences:
Japan had been in a isolation for a very long time under a whole different cultural system (the Shogun) and with the emergence of the nationalism under the rule of Emperor Meiji it started to fully engage in the foreign trade that also eventually paved the way for the creation of a powerful army. (Without Japanese nationalism it would have been hard to imagine the onward expansion and intervention abroad).
Answer:
The correct answer is Genrals. Sundiata of Mali put generals in charge of provinces.
Sundiata is presented as a great administrator who developed the trade, the exploitation of gold and new techniques, such as the introduction of cotton cultivation. He organized politically and administratively the subject towns, implanting a solid military organization: the heads of their armies were installed as provincial governors.
Sundiata, in addition to his warrior conquests, is known for his wisdom and tolerance, which allowed the peaceful coexistence of Islam and animism in his empire.
Explanation:
Answer and Explanation:
Title IX of the Education Amendments Act 1972, was signed by the then President Richard M. Nixon of the United States on June 23, 1972. It is extensive confederate law which prohibits any discrimination on the basis of sex in any educational program or activity funded by the confederate government.
This law was implemented to ensure that not even a single person in the United States shall be excluded or denied access any educational activity or program or is not allowed to participate and any sort of discrimination under any program related to education receiving confederate financial assistance
Except a few specific points to every aspect of educational activities or programs federally funded. Apart from schools and educational institutions, Title IX also applies to the programs or activities that are operated by the recipient of confederate financial assistance.
