During the era of slavery in the United States, the education of African Americans, enslaved and free, was often discouraged, except for religious instruction, and eventually made illegal in many of the Southern states. It was believed that literacy was a threat to the institution of slavery. First, literacy facilitated knowledge about the successful slave revolution in Haiti of 1791–1804, the end of slavery in the British Empire in 1833, and the writings of abolitionists. Secondly, literacy allowed or potentially allowed slaves better access to information about the Underground Railroad and other routes to freedom.
One of the outcomes of the PATRIOTISM was an increased sense in national pride or nationalism.
Explanation:
- One of the outcomes of the PATRIOTISM was an increased sense in national pride or nationalism.
- The positive outcomes also promotes a sense of identity, unites people and promotes pride.
- It also encourages pride in the national achievements and is closely related to patriotism.
- Patriotism is a healthy pride in your country which brings about feelings of unity, honesty and a desire to help other citizens.
- Nationalism is also an ideology and movement that promotes the interests of a particular nation.
- National pride forecasts a wide range of politico-economic outcomes, yet what makes every individuals proud of their nation is not completely understood.
The correct answer to this open question is the following.
Although there are no options attached we can say the following.
A Free Market System and Centrally Planned System impact consumers and producers differently in that in the Free Market System, it is the supply and demand, the factors that decide the price of goods and services. On the other hand, in a Centrally Planned system, it is the intervention of the state -the government- which decides the price of the goods and services in a fixed way.
In total opposition to a free-market economy where individuals promote capitalist ideas to invest money and create companies to be rich, in a central system or command economy is the state the one that owns the means of production. The central government decides the kind of products to be produced, the price of the products, how to produce the goods, and the amount that is going to be produced.
Explanation:
Upper-class boy:
“Hello. Today has been a rough day for me. All I can do is follow my father around, looking at museums. What do you have to do.”
Lower class girl:
“You are lucky. I have to sit all day, wearing jewels signifying I am getting married in a year.”
Upper-class boy:
“I see. My father wants me to either be a gladiator or a warrior.”
Lower class girl:
“I don’t get to go to school. Every morning I write in the walls to describe my day. I always sit in the back of gladiator fights with my sisters.”
Upper-class boy:
“Cool! Do you like gladiator fights? I do after I go back home and my servants feed me.”
Lower class girl:
“I honestly don’t know what gladiator fights are like. I can’t see from all the way in the back. Do you have servants? Now that is cool.”
Upper-class boy:
“You’re lucky you don’t have to learn all the things I do. Fighting and swimming are fun, but going to school is boring.”
Lower class girl:
“School! I would long to go to school. I have to learn to weave all the time.”
Upper-class boy:
“You’re right, that is boring. But you could always do gladiator fights. Women are allowed to do that now.”
Lower class girl:
“Didn’t you listen to me? I am going to get married in a year. I am too busy learning to be a wife.
Upper-class boy:
“I am sorry. Well, got to go to school. Bye.”
Lower class girl:
“Bye.”
