Answer:
3. Hitler was allowed to take territory if he promised he would stop
Explanation:
It was kind of like an agreement to not do it next time, but he kept doing it again and again and was never stopped.
The League of Nations was established after WWl between the United States and some European countries as an attempt to try to stay out of future wars. It was proposed by President Woodrow Wilson, but Congress denied involvement in the organization due to the fact that they believed we should not be meddling in Europe's affairs.
Based on the Declaration of Independence and on the words of Isaiah Berlin, I can say that I agree that both statements “constitute the irreducible minimum of the ideal of equality”. On the first statement from the Declaration of Independence, we can see that when it says “all men are created equal” it is including minorities groups that are usually discriminated against due to race, gender or nationality. Basically, it states that all people are equal and should not be discriminated on the basis of race, gender or nationality.
On the second statement by philosopher Berlin, the focus is not only on the fact that one man should count as one but also it highlights that no men should be counted as more than one. Here, Berlin wants to indicate that of you are rich and powerful; you are still only one person and cannot be thought of as more worthy than the rest.
To sum up both concepts mention that all men are created equal, the first one focusing on no discrimination against minority groups; and the second one focusing on no power abuse.
Also during the 1930s, at the same time as the Depression, the Great Plains region of the United States experienced an extended and destructive drought. The drought had a significant and destructive effect because of policies that reached back for decades. In 1862, the United States Congress passed the Homestead Act, and many Americans from the East moved into the plains to become farmers and ranchers. The farmers replaced the prairie grass with dry land wheat, and the ranchers had their cattle graze on the grass that was not replaced. Over time, with increasing demands for wheat, more farming occurred and damage to the prairie lands began to be long-term and significant. In 1930, a decade-long drought began, and the winds began to create dust storms on the farmed and overgrazed prairies. They literally began to be blown away. Some accounts and photographs record giant clouds of dust that would cover the sky and sun. This dust covered everything and reshaped the terrain. The “Dust Bowl” was a term referring to 19 states in the central and south-central United States that felt the brunt of the drought upon land that was mismanaged. Farm families had little choice other than to head west and try to find work. The same Resettlement Administration that was coordinating the Greenbelt Project and attempting to address rural poverty was also overseeing the farm workers and displaced sharecroppers who were forced to leave the stricken prairies of the Dust Bowl in search of work.
This historical era is commonly taught in high school social studies and history courses. The National Center for History in the Schools identifies this period in U.S. History as Era 8, Standard 1 (The causes of the Great Depression and how it affected American society) and Standard 2 (How the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state). Related works of literature, such as The Grapes of Wrath and other texts, are sometimes used either in a social studies/U.S. history course, or in English language arts or American literature classes.
The photography of the Dust Bowl and Depression era is vast and rich, with images that were often commissioned by the Historical Section of the Farm Security Administration (FSA). FSA Director Roy Stryker approved the commissioning and collecting of more than 270,000 photographs. It was a very specific and focused part of the FSA. FSA photographs “exploited the convention of the documentary style—such as black-and-white prints and uncontrolled lighting—that signified topicality, social concern and social truth” (Stange, 1992, p. 130). These photographs were commissioned from a large group of photographers who worked in rural and urban areas across the country, and were intended to provide the urban and suburban population of America with images that would evoke humanitarian responses to the plight of those facing adversity from the economic and environmental crises of the 1930s.
This photo collection is not intended to be comprehensive. Rather, it provides several specific photographs and ways to use them in the study of particular topics. This is meant to serve as a model for creating collections of photographs to use with your curriculum. Resources listed in the bibliography at the end of this collection will help you do this.
For Lincoln, allowing American democracy to succeed was compatible with the ideal of freedom; allowing secessionists to destroy it (in response to a democratic election) was not. In other words, Lincoln did not believe that true freedom was letting states do their own thing--and letting the pillars of American constitutional democracy run amok--but instead, in maintaining a union where the great experiment of democracy could flourish. As Lincoln himself said quite clearly in the Gettysburg Address, he was committed to making sure "...that government of the people, by the people, for the people, shall not perish from the earth." I suppose you can argue that Lincoln's vision of freedom was not worth the price, but you cannot deny that he had a vision of freedom--and that, for him, this vision was compatible with maintaining the historic, unprecedented political freedom that was achieved in 1776.
