Answer:
Some of the achievements of the Inca civilizations included:
Farming: They stood out for being very good agriculturists. They created terraces in the mountains where they cultivated: corn, potatoes, tomatoes, peanuts, pineapples among many others. They built aqueducts that transported water to the places of cultivation.
Quipus: The Incas had an accounting system that was based on quipus. They were strings of several strings tied to a central line with knots. The number and position of the knots, as well as the color of each string, represented information about merchandise and other resources.
Musical instruments: The Incas loved music. They invented many wind and percussion musical instruments. These instruments are still used by the inhabitants of the regions where the Inca culture was developed.
Generally speaking, the New Deal was supposed to "<span>A. provide relief, recovery, and reform to a nation in need," since the failed economic policies of Herbert Hoover had done nothing to help lift the US out of the Great Depression. </span>
Answer:
Explanation:
While under the Common Core Standards Cannibals All! qualifies as an informational text, it is first and foremost a passionately argued piece of persuasive writing. Published in Richmond, Virginia, in 1857, and aimed at both Northern and Southern readers, it sought to claim for the South the moral high ground in the increasingly fierce national debate over slavery. Fitzhugh maintained that both free labor, as practiced among industrial workers in the North and Great Britain, and slavery, as practiced in the American South, exploited workers. However, because slave masters owned their workers, they took better care of them than capitalists who merely rented theirs.
To help students grasp Fitzhugh’s argument, you might ask two questions: How many would wash a rental car? How many wash their own or pay to have it done?
To prepare students to judge Fitzhugh’s argument, assign three essays in Freedom’s Story from the National Humanities Center’s TeacherServe®: “The Varieties of Slave Labor”, “How Slavery Affected African American Families”, and “Slave Resistance”. (These essays are designed for teachers, but they are useful to students. You might divide the class into three groups and assign each an essay, then have each group respond to Fitzhugh in the light of their reading.) From these essays a series of questions emerges. How different in their response to the demand to make a profit were Southern plantations from Northern factories? How free were people whose family lives could be disrupted at the whim of a master? If the slave system was so good for slaves, why did they spend considerable time and energy trying to undermine and escape it?
Encourage students to challenge Fitzhugh’s definition of freedom. Have them come at it inductively. Why, according to Fitzhugh, are capitalists and slaves free? Why are slaveowners and laborers not free? Fitzhugh sees humans solely as economic entities. His definition of freedom is based entirely on the exchange of labor for reward. While it does include a sense of one person’s responsibility to another, that responsibility is based on the extent of one’s financial investment in the other person. Essentially, he thinks a person is free to the extent that he or she is not responsible for the economic well-being of others and to the extent that one’s economic needs are addressed by the efforts of others. Is that an adequate basis for a moral order? Does Fitzhugh’s idea of freedom have room for such concepts as equality, personal choice, or mobility?
Answer:
C). Although many people worked to fight smallpox, Jenner has been given credit for starting and spreading the practice of immunization.
Explanation:
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