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bija089 [108]
3 years ago
8

Which example displays a challenge the US faced on the European front of WWII?

History
1 answer:
Lera25 [3.4K]3 years ago
4 0
<span>All of these applies

American ships carrying food and supplies had to fight German submarines and aircraft while crossing the Atlantic to get to Great Britain

Reliance on gasoline for mobile combat caused shortages and delays

Alternative longer routes were taken to avoid conflict with Germans to provide lend-leased goods to Soviet Union</span>
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How were the pleasures found in the ukiyo balanced against the strict culture of Tokugawa Japan?
love history [14]

Answer:

By restricting behavior to sectioned districts it allowed order while also permitting a place to sidestep oppression

Explanation:

I just took the quiz

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3 years ago
Of the following sources,where might you expect to find biased information?
snow_lady [41]
While you didn't provide any possible sources, we can expect that biased information would be found when you would look for information from people who are involved in the situation that is being discussed. Imagine a soldier from Germany discussing his viewpoint of World War II. He would most likely give you a biased account. At least, when compared to a postwar historical analysis of that same situation. 
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3 years ago
What technology did the eastern woodland indians use? l
Savatey [412]

Answer:

wooden sticks

Explanation:

wooden sticks were used to grind up corns

3 0
2 years ago
PLEASE HELP
lesya692 [45]

Answer:

I am pretty sure is is d

Explanation:

The name Hudson River School is thought to have been coined by New York Tribune art critic Clarence Cook or by landscape painter Homer Dodge Martin.[1] It was initially used disparagingly, as the style had gone out of favor after the plein-air Barbizon School had come into vogue among American patrons and collectors.

Hudson River School paintings reflect three themes of America in the 19th century: discovery, exploration, and settlement.[2] They also depict the American landscape as a pastoral setting, where human beings and nature coexist peacefully. Hudson River School landscapes are characterized by their realistic, detailed, and sometimes idealized portrayal of nature, often juxtaposing peaceful agriculture and the remaining wilderness which was fast disappearing from the Hudson Valley just as it was coming to be appreciated for its qualities of ruggedness and sublimity.[3] In general, Hudson River School artists believed that nature in the form of the American landscape was a reflection of God,[4] though they varied in the depth of their religious conviction. They were inspired by European masters such as Claude Lorrain, John Constable, and J. M. W. Turner. Several painters were members of the Düsseldorf school of painting, others were educated by German Paul Weber.[5]

Founder

Thomas Cole, A View of the Two Lakes and Mountain House, Catskill Mountains, Morning, 1844, Brooklyn Museum of Art

Thomas Cole is generally acknowledged as the founder of the Hudson River School.[6] He took a steamship up the Hudson in the autumn of 1825, stopping first at West Point then at Catskill landing. He hiked west high into the eastern Catskill Mountains of New York to paint the first landscapes of the area. The first review of his work appeared in the New York Evening Post on November 22, 1825.[7] Cole was from England and the brilliant autumn colors in the American landscape inspired him.[6] His close friend Asher Durand became a prominent figure in the school, as well.[8] A prominent element of the Hudson River School was its themes of nationalism, nature, and property. Adherents of the movement also tended to be suspicious of the economic and technological development of the age.[9]

Second generation

Frederic Edwin Church, Niagara Falls, 1857, Corcoran Gallery of Art, Washington, DC

Albert Bierstadt, Among the Sierra Nevada Mountains, California, 1868, Smithsonian American Art Museum, Washington, DC

John Frederick Kensett, Mount Washington, 1869, Wellesley College Museum

Asher Brown Durand, The Catskills, 1859, Walters Art Museum

The second generation of Hudson River School artists emerged after Cole's premature death in 1848; its members included Cole's prize pupil Frederic Edwin Church, John Frederick Kensett, and Sanford Robinson Gifford. Works by artists of this second generation are often described as examples of Luminism. Kensett, Gifford, and Church were also among the founders of the Metropolitan Museum of Art in New York City.[10]

Most of the finest works of the second generation were painted between 1855 and 1875. During that time, artists such as Frederic Edwin Church and Albert Bierstadt were celebrities. They were both influenced by the Düsseldorf school of painting, and Bierstadt had studied in that city for several years. Thousands of people would pay 25 cents per person to view paintings such as Niagara [11] and The Icebergs.[12] The epic size of these landscapes was unexampled in earlier American painting and reminded Americans of the vast, untamed, and magnificent wilderness areas in their country. This was the period of settlement in the American West, preservation of national parks, and establishment of green city parks.

Female artists

A number of women were associated with the Hudson River School. Susie M. Barstow was an avid mountain climber who painted the mountain scenery of the Catskills and the White Mountains. Eliza Pratt Greatorex was an Irish-born painter who was the second woman elected to the National Academy of Design. Julie Hart Beers led sketching expeditions in the Hudson Valley region before moving to a New York City art studio with her daughters. Harriet Cany Peale studied with Rembrandt Peale and Mary Blood Mellen was a student and collaborator with Fitz Henry Lane.[13][14]

3 0
3 years ago
Read 2 more answers
The three-part system of the U.S. government allows for a system of checks and balances. True False
jok3333 [9.3K]
True would be correst plus one branch is never stronger then others 
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