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iragen [17]
2 years ago
9

Which of the following was true of Thomas Jefferson?

History
1 answer:
UkoKoshka [18]2 years ago
4 0

Answer:

A

Explanation:

I know the answer THX to the textbook

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What was a key value of the 1960s counterculture that differed from 1950s values?
gayaneshka [121]

Answer:

the answer is respecting authority

Explanation:

4 0
3 years ago
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What do we call the migration of the Jews all over the world?
tia_tia [17]

For generations, Jews across the globe have embraced a common, master narrative of Jewish migration in modern times that traces its origins to widespread acts of anti-Jewish violence, often referred to as pogroms, that propelled millions of Jews from the dark hinterlands of Eastern Europe into the warm, supportive embrace of their current, “Western” societies, ranging from the United States to Israel to Australia. In North America, Israel, and other new (or at the very least renewed) Jewish communities, definitive bastions of Jewish memory, society, and culture – like The National Museum of American Jewish History in Philadelphia and Beit Hatfutsot: The Museum of the Jewish People on Tel Aviv University's campus – tell and retell a widely-accepted narrative of Jewish migration in which Jews who flee violence and oppression in Eastern Europe are rescued, if not saved, by the very act of migration. In these, and innumerable other cases, Jewish migration in the modern era is repeatedly presented as a willful act of secular self-salvation. Mirroring and at times even bolstering the story of the biblical Exodus from ancient Egypt, these modern, secular versions of traditional Jewish accounts of slavery, flight, and redemption repeatedly serve as fundamental components of contemporary Jewish society, culture, and self.

In response to the prevailing influence of these and related myths of Jewish crisis, flight, and rescue, scholars as definitive as Salo Baron have long argued that the predominance of the so-called lachrymose conception of Jewish history ultimately warps popular and academic conceptions of both the Jewish past and present. As Baron noted in a retrospective essay first published in 1963: “[ … ] an overemphasis on Jewish sufferings distorted the total picture of the Jewish historic evolution and, at the same time, badly served a generation which had become impatient with the nightmare of endless persecutions and massacres.”1 Despite these and related attempts to revise the lachrymose conception of Jewish history as well as the large-scale social, political, and economic changes that have changed the very face of Jewish society over the past century and a half, the traditional historical paradigm of persecution, flight, and refuge continues to shape popular and even scholarly accounts of Jewish migration and history in modern times.2 The continued salience of this master narrative touches upon several key methodological questions in the study of Jewish migration and history. The first issue that the prominent place of anti-Jewish persecution and violence raises is the problematic, long-debated place of antisemitism as both a defining characteristic and driving force in the long course of Jewish history.3 A second issue related to the prominent place of anti-Jewish violence in popular and academic interpretations of Jewish history, in particular, and of European history, in general, is a parallel tendency to view the vast terrain of Eastern Europe as an area pre-destined to, if not defined by, inter-ethnic tensions, hatred, and violence.4 Lastly, the persecution, flight, and rescue narrative of Jewish migration and history very often ends up bolstering triumphalist views of the Jewish present, whether they be embraced and touted in New York, Tel Aviv, or Toronto.

7 0
2 years ago
The transfer of power from the central government to state or local government is called
umka2103 [35]
The transfer of power from the central government to state or local government is called "devolution," since this would be the opposite of a smaller power "evolving" into a larger one. 
5 0
2 years ago
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How did England increase control in the colonies in between 1620 and 1700?
IgorLugansk [536]

Answer:

Taxing Colonies, Bringing More slaves and British citizens to the colonies, and sending more British troops and control. hope i helped

Explanation:

7 0
3 years ago
How are the schools in poland different from the united states
maksim [4K]

Depending upon the territory, K-12 educational systems greatly vary. Although most of these structures have only been patterned to the USA's original method, different countries' own takes on the K-12 educational organization has differed in so many ways. For instance, comparing America's K-12 schools with Europe's, specifically Poland's, would show a lot of dissimilarities.

One distinction between the two is the age of actual schooling. Before the K-12 system starts, both Polish and American kids are required to take a one-year pre-primary education or what most would call a kindergarten. American students would come as early as age 5 to 6. Polish kids however, start schooling at the 7 year old mark. Poland has recently gone into educational reformation wherein the before 8 year grade school education was cut down into 6 to go along with most neighboring countries. The USA follows a 6 year primary schooling as well. So at age 11 or 12, Americans are alongside 13 year olds in Polish when it comes to education received technically. Polish kids can also start "studying" by age 3 but it's mostly a playing environment and is only optional.

A further variation between the two is the type of schools offered. After middle school of 3 years in both countries, most American schools only offer academic education - or an education which shall prepare students for a higher education such as college. Polish high schools however can be a choice between a general lyceum, a vocational education and a technical secondary school. It depends on the compulsory exam to be taken at the end of a year where a Polish kid could qualify and continue his or her high school education. The amount of years a student would spend in these is 3, 3 and 4 years respectively. From vocational studies alone, a Polish student could already earn what is called a vocational diploma, stop schooling and work already.

After the Polish Reformation, the grading system of schools in Poland was also revised. The grades range from 1, 2-, 2, 2+ and so on until the full marks of 6 is received. 1 is considered as a failing grade. 2 is fair and 3 to 5 are passing rates. 6 is often given to the top students in the class and is usually noted as "exceeds expectations". If a 1 is given to a student, he or she is then obligated to repeat not only the subject but the whole year as well so 1 is an uncommon mark in Polish schools. How are K-12 schools different in Poland compared to the U.S.? American states on the other hand, commonly use the A+ to F grading system. A+ is the highest marks while an F is failing.

Another difference between Polish and American schools is the bilingual education program. Americans are mostly taught their own language and to learn an additional language is often just a choice of the student. Although some schools require a foreign language program, the language will only be taught on one year. In Poland, most schools have a compulsory additional language program, especially for minority institutions. In most Polish schools, it is a choice between English, German, Spanish, Latin, French and many more.

Another big difference is the examinations for higher education. In America, teens can take a test in any school they want. If they pass, then they are entitled to go to that school to finish a college degree. In Poland however, like the high school examinations, they are then taken to answer a finishing test which will decide in which school they are eligible to study. The weight of these tests could actually decide a Polish's future.

-sorry if im no help...

6 0
3 years ago
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