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GuDViN [60]
3 years ago
10

What revolutionary effect did the factory system and trade unions have

History
1 answer:
Diano4ka-milaya [45]3 years ago
5 0

Answer: The industial revolution grew

Explanation: This gave benifit to those who had to much of something and wanted something else to trade and get for there own.

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The Apache are similar to the Tonkawas in that they both lived in the —
Kazeer [188]

Answer:

B plains i guess

Explanation:

apache- northern plains

tonkawa- coastal plains

they both are located in a plains region--not the same plains-- but a plains region  *hoped that helped*

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3 years ago
What did Chiang Kai-Shek and Mao Zedong do in 1945?
ohaa [14]
Commander in chief of the National Revolutionary Army (from which he came to be known as Generalissimo), he led the Northern Expedition from 1926 to 1928, before defeating a coalition of warlords and nominally reunifying China under a new Nationalist government.
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The following quote from Dr. King's "I Have a Dream" speech is an example of what rhetorical appeal? "Now is the time to make ju
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Pathos. Mentioning children gets to people. Plus religion
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3 years ago
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Which one of the following statements is true of the Aztec capital, Tenochtitlán?
IRISSAK [1]

The correct answer is A) It had a complex system of canals, bridges, and dams, with the Great Temple at the center.

The statement that is true of the Aztec capital, Tenochtitlán is "It had a complex system of canals, bridges, and dams, with the Great Temple at the center."

Tenochtitlan was the capital city of the Great Aztec empire in Mesoamerican times. It was located in what today is downtown Mexico City. The city was built over a lake, the Texcoco Lake. That is why they built a complex system of canals, bridges, dams, and chinampas around the main ceremonial center with the two high pyramids to honor Aztec's gods Huitzilopochtli (War) and Tlaloc (Rain).

3 0
3 years ago
The discovery of gold in transversal contributed to the start of
Nonamiya [84]

Answer:The goal of this unit is for students to understand the angles and the properties related

to parallel lines. Students will learn multiple methods for verifying that lines are parallel.

They will also understand the relationship of parallel lines to transversal lines.

It is important for students to see that mathematical concepts serve as useful means to

solving problems that affect our everyday lives. Parallel lines are important to

understand not only for a mathematics course, but also in everyday life such as in the

design of airports, railways, bridges, buildings and many more geometric components of

the real world.

In this five-lesson thematic unit, students will engage with the concept of parallel lines

cut by a transversal line as they design plans for various elements of a fictitious city.

Lessons 1 – 4 can be seen as “building block” lessons through which students acquire

and practice the skills needed to create the culminating city project. Lesson 5 is a

showcase lesson where students present their projects to the class and recap all that

they have learned throughout this thematic unit. Students will complete the city project

in groups of three or four. We believe that together, they can negotiate meaning and

deepen understanding as they work together to apply geometric concepts to each task.

Students will be given several criteria, which must be met in the design of their city, and

they will be asked to discuss how geometric methods can assist them in creating optimal

design for various elements of the city. For example, students will apply the angle

theorems to prove lines parallel, practice geometric proofs, constructions and discover

the connections to other topics. At the end of this project, students will be asked to

articulate their learning in written and oral summaries of their work to be presented to

their classmates in the final class lesson.

Explanation:

5 0
2 years ago
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