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asambeis [7]
2 years ago
5

Please help me all of them No links

History
1 answer:
ArbitrLikvidat [17]2 years ago
6 0

Answer: I'm not 100% sure these are right but.

Explanation: 1) A

2) C

3) B

4) D

if they are all wrong im so very sorry:(((

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In what ways did the Crusades encourage trade
Doss [256]

Answer:

They brought back to Europe many new goods, including oil, spices, and new varieties of fruit from the Muslim world. Europeans wanted more of these goods. This led to increased trade between Europe and the East.

Explanation:

8 0
3 years ago
Define the concept of representative government
user100 [1]

The term "representative government" refers to a system in which larger groups are represented in government bodies by one person or a small group of people. The term is commonly used to describe a representative democracy or an indirect democracy.

4 0
3 years ago
2. After America declared war in 1917:
Murrr4er [49]

Answer:

After America declared war in 1917, millions pf American men were drafted.

Explanation:

At first U.S. stayed neutral and viewed World War 1 as a civil war in Europe. However, when Woodrow Wilson became the 28th U.S. president in 1913, he sided with United Kingdom and sent them material aids and this made the Germans angry. In May 7th 1915, there was the Sinking of the RMS Lusitania by a German U-boat. British ocean liner RMS Lusitania, which primarily ferried people and goods across the Atlantic Ocean between the United States and Great Britain. Of the 1,949 people on board, 1,313 died, including 128 Americans. This aroused a wave of indignation in the United States and in 1917, U.S. government decided to enter the war.

Hope it helped you a lot!

7 0
3 years ago
What was school like during the civil war in the north?
alisha [4.7K]

Answer:

School was an important topic in the lives of most children. Few states provided universal public education, but in communities throughout the nation, local church congregations and civic-minded citizens started schools. The teacher was often left largely to his or her own devices and the day-to-day running of the schools was based more on the teacher’s practices than the board’s policies. The agricultural economy in both the North and the South dictated school schedules, and children were excused from school during the months when they were needed to work in the fields. The modern practice of closing schools for long summer breaks is a holdover from this practice.

The schools were generally small, and often several grade levels were taught in the same room. Testing was often oral, and children memorized and recited more often than they wrote. Indeed, there is some evidence that the phrase “toeing the line” relates to the practice of making children stand at a line on the floor when reciting their lessons

Corporal punishment was used, and even encouraged. Lucy Chase traveled south to teach in a school for free blacks. She related in a letter that the mothers frequently encouraged her to use corporal punishment:

Norfolk, Va. 7/1/64

...Many a father and mother have begged me to beat their children at school. “Spare the rod and spoil the child,” is on every mother‘s tongue. “Now you whip her and make a good girl out of her,” the kindest mother says when she trusts her sweetest child to us...

In general, students attended school for fewer years than do modern students. However, a brief survey of school books from the period indicates that their reading books advanced through several modern grade levels in any given year. By the fifth year of school, students were reading material at a level which is today considered college level.

There were also academies which provided intensive educational experiences for boys and girls aged thirteen to twenty. The children of wealthy families might board at the academy, while children from the area were day students. These academies offered a variety of classes. John B. Cary’s Hampton, Virginia Male and Female Academy, for example, offered classes in Greek, Latin, French, German, Italian, and Spanish, as well as chemistry, natural philosophy, and astronomy. As at most academies, the boys and girls were kept separated at Hampton.

At many Southern academies, discipline was maintained among the boys through a military-type training which well prepared them for military service. It not only prepared the students, but also the faculty. Indeed, John B. Cary’s academy closed during the war, as 20% of the faculty, and 25% of the students served together in a unit which became the 32nd Virginia Infantry. (The Civil War had a smaller impact on Northern academies.)

7 0
3 years ago
Rome expected which of the following from their citizens? (choose more than one answer)
lina2011 [118]

Answer:

The answer is Thomas Hobbes. Thomas Hobbes believed that only a powerful government could protect society. He also advocated that when people became citizens of a government they entered a social contract with that government to avoid the chaos of the world or what he called the “state of nature”. It was Thomas Hobbes ideals that supported an absolute monarchy or government having absolute power. He would not have agreed with leaders being elected by citizens or the U.S. consitiution preventing an individual from having absolute power over the government.

I think I am not sure tho

5 0
3 years ago
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