During the Peloponnesian War, the other disaster that Athens faced, besides attacks from Sparta, was a plague.
This devastating plague significantly weakened Athens and contributed to its eventual defeat in the war.
During the Peloponnesian War, Athens faced a devastating disaster besides the attacks from Sparta, which was a plague. The plague, also known as the Athenian Plague, broke out in Athens in 430 BCE and lasted for around five years, causing a significant impact on the city.
It is estimated that the plague killed up to one-third of the Athenian population, including their leader, Pericles.
The exact cause of the plague is still unknown, but many scholars believe that it might have been caused by typhus or ebola virus. The disease quickly spread through Athens, and its crowded and unsanitary living conditions worsened the situation. The disease was highly contagious and spread rapidly, with people dying within a week of being infected.
The plague had a significant impact on the outcome of the Peloponnesian War. It weakened the Athenian army and destroyed the morale of the people. The plague outbreak also led to a shortage of food and resources, causing a significant decline in the Athenian economy.
Overall, the Athenian Plague was a severe disaster that Athens faced during the Peloponnesian War, which weakened the city and contributed to its eventual defeat by Sparta.
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At a state contest, 21 Mathletes stay in the same hotel. Each Mathlete gets his/her own room and the room numbers are 1 through 21. When all the Mathletes have arrived, except the ones staying in rooms 12 and 13, what is the median room number of the other 19 Mathletes?
The median room number of the other 19 Mathletes IS 10.
Since there are an odd number of Mathletes, the middle number when the room numbers are listed in ascending order will be the median.
Except for those staying in rooms 12 and 13, the Mathletes who have arrived have occupied 19 of the 21 rooms. As a result, the 19 Mathletes' room numbers are as follows:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 14, 15, 16, 17, 18, 19, 20, 21
To calculate the median, we must first identify the middle number. Given that there are 19 numbers, the middle number will be the tenth on the list. Median = (n+1)/2
Median = (19 + 1)/2
Median = 10th number i.e., 10
As a result, the other 19 Mathletes had a median room number of 10.
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N the 1840s, the United States engaged in a brief period of significant expansion. What were the reasons for some of this expansion? What obstacles were faced,
both internally and externally? Was this good or bad for the nation’s future? In
what ways does this expansionism align or diverge from the founding political
theory explained by Locke?
In the 1840s, the United States saw a brief period of substantial expansion for a number of reasons. Economic volatility both domestically and internationally was one of the causes. The perceptions of Americans about their nation and its position in the globe was another factor. Many Americans disliked slavery and did not want it to spread to new lands, which was one internal barrier. The opposition of other nations, including Mexico, was one external barrier. Because it involved taking land from Native Americans without their permission, expansionism in the 1840s can be seen as departing from Locke's political theory.
States acquiring more territory through colonization, or the establishment of military empires are said to as expanding. In the classical era of conquest, moral justification for territorial expansion at the expense of another established polity—which frequently endured displacement, subjugation, slavery, and execution—was frequently as unrepentant as "because we can"—treading on the axiom that might makes right.
More complicated justifications emerged as political conceptions of the nation state developed, particularly in relation to the inherent rights of the governed. When the express objective is to retake lost or ancestral territory, state-collapse anarchy, reunification, or pan-nationalism are occasionally used to explain and legitimize expansionism.
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In the late 19th century, the consolidation of manufacturing in large cities and an ever-growing railroad system changed the nature of consumption in rural america. choose the statement that best describes one of these changes in the nature of rural consumption.
One of the changes in the nature of rural consumption in the late 19th century was the increased availability and affordability of manufactured goods due to the consolidation of manufacturing in large cities and the expansion of the railroad system.
As transportation improved, rural Americans were able to access a wider variety of goods that were previously only available in urban areas.
This led to a shift in the types of goods that rural Americans consumed, with a greater emphasis on consumer products such as clothing, household appliances, and packaged foods. Additionally, the expansion of advertising and mail-order catalogs made it easier for rural Americans to learn about and purchase these new goods.
This change in the nature of consumption had significant social and economic implications, as it contributed to the development of a national consumer culture and facilitated the growth of new industries.
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after the civil war former slaves needed jobs and former slaveholders needed labor. explain how these systems met those needs.
After the civil war, when slaves were liberated, and they required work. They had the chance at the three occupations listed below.
1. Sharecropping-
Under this practice, landowners gave former slaves a plot of land to cultivate in exchange for a portion of the harvest.
2.Tenant farming-
In this practice, In exchange for rent or sometimes a portion of the harvest, landowners leased a plot of land to a freed slave.
3. Debt peonage-
Is system of debt which cycles and the debtor has to work off the debt.
Summary-In an effort to build some money for independence, all three of these systems overlapped and effectively maintained former slaves in a kind of servitude bound to the land.
Some people had to accumulate enough wealth over several generations before they could finally leave the farms to which they were bound.
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Help and i will give twenty points and brainliest!!
why did austria-hungary and germany go to war against serbia? think about and include elements of nationalism, international rivalries, and militarism in your answer
Austria-Hungary and Germany went to war against Serbia due to a combination of factors, including nationalism, international rivalries, and militarism.
Nationalism played a significant role in escalating tensions between the countries, as ethnic groups within Austria-Hungary, such as the Slavic people, desired independence and were inspired by Serbian nationalism. This made Austria-Hungary view Serbia as a threat to its stability and territorial integrity.
International rivalries also contributed to the conflict. The assassination of Archduke Franz Ferdinand, heir to the Austro-Hungarian throne, by a Serbian nationalist in 1914 heightened tensions between Austria-Hungary and Serbia. Additionally, alliances and competing interests among European powers fueled the conflict.
Austria-Hungary had a close alliance with Germany, while Serbia was supported by Russia and its allies, creating a larger network of countries drawn into the conflict.
Lastly, militarism played a crucial role in the outbreak of war. European powers had been building up their armed forces and adopting aggressive military policies.
This arms race and belief in the power of military force made war more likely, as nations were prepared to use their military strength to assert their dominance and protect their interests. The combination of nationalism, international rivalries, and militarism ultimately led Austria-Hungary and Germany to go to war against Serbia.
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Which u.s. ideal would be most attractive when trying to make more friends than the soviets? explain.
The American ideal of freedom and democracy would be most attractive when trying to make more friends than the Soviets.
During the Cold War, the United States and the Soviet Union were engaged in a global struggle for influence and power, competing for the allegiance of countries around the world. To win this competition, both sides sought to promote their respective ideologies and values, and convince other nations to join their side. In this context, the U.S. ideal of freedom and democracy was a powerful tool for building relationships and winning allies.
The U.S. ideal of freedom and democracy emphasized the importance of individual liberty, equal rights, and democratic governance. These values were attractive to people around the world who sought self-determination and political representation. By promoting these ideals, the United States presented itself as a beacon of hope and a champion of human rights, in contrast to the Soviet Union's authoritarian regime and communist ideology, which were often viewed as oppressive and repressive.
To make more friends than the Soviets, the U.S. used a variety of strategies to promote its ideal of freedom and democracy. One strategy was to offer aid and assistance programs that promoted economic development, education, and social welfare. By providing tangible benefits to other countries, the U.S. demonstrated its commitment to these values and built goodwill among its partners.
Another strategy was to engage in cultural exchange programs that showcased American values and traditions. These programs brought artists, musicians, and other cultural figures to other countries, allowing people to experience American culture firsthand and promoting a positive image of the United States.
Overall, the U.S. ideal of freedom and democracy was an important tool for building relationships and winning allies during the Cold War. By emphasizing individual liberty, equal rights, and democratic governance, the United States was able to present itself as a beacon of hope and a champion of human rights, and win the hearts and minds of people around the world.
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What does a directly-controlled colony suggest about the attitude of the imperial power towards the local population?explain.
A directly-controlled colony suggests that the imperial power has an attitude of superiority and dominance towards the local population.
A colony that is directly ruled by the imperial authority implies superiority and dominance towards the native populace. This mindset is mirrored in the colony's centralized administration, which gives the imperial power total influence over its population, territory, and resources.
Additionally, the imperial power might not want to give the local people autonomy and decision-making freedom. Because of this dominant attitude, the imperial power frequently takes advantage of and mistreats the local populace.
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jewish-zionist terrorism refers to the political violence and acts of terrorism carried out by jewish nationalist groups in palestine during the late 19th and early 20th centuries as part of the zionist movement to establish a jewish homeland in palestine. these acts were aimed at british authorities and arab civilians, and aimed to force the british to withdraw from palestine and facilitate the establishment of a jewish state. the establishment of the state of israel in 1948 followed the end of the british mandate in palestine and a civil war between jewish and arab nationalist groups. the united nations partition plan, adopted in 1947, called for the creation of separate jewish and arab states in palestine, but this plan was rejected by arab leaders and led to conflict. after several months of fighting, the state of israel was declared on may 14, 1948, and recognized by the united states and soviet union. this event is celebrated as israeli independence day. the establishment of the state of israel and ongoing conflict with arab nations have been major factors in the region's history and continue to shape the politics of the middle east today. who funded these jewish-zionist terrorists? jewish-zionist terrorism in palestine during the late 19th and early 20th centuries was funded by various organizations and individuals within the jewish community, both in palestine and abroad. one of the main groups involved in funding these activities was the world zionist organization, a global jewish organization dedicated to the establishment of a jewish homeland in palestine. additionally, wealthy jewish philanthropists, such as the rothschild family, provided financial support for these groups. funds were also raised through donations from jewish communities around the world and through the sale of bonds to jewish supporters.
Answer: A
Explanation:
Jewish people are terriorst don't trust them this is coming from a Palestinian they are bad people killing and driving out Palestinian ethnically cleansing Palestine from its roots
thomas hutchinson argument against independence
Thomas Hutchinson's argument against independence was that the American colonies already enjoyed a high degree of self-government and that seeking independence would lead to chaos and the loss of British protection.
Hutchinson was a British colonial administrator who served as governor of the Province of Massachusetts Bay from 1771 to 1774. He opposed American independence and argued that the colonies had already achieved a considerable degree of self-government under British rule. Hutchinson believed that seeking independence would lead to political chaos and the loss of the protection that the British Empire provided to the colonies.
Hutchinson's views were in opposition to those of the Patriots, who believed that the British government had become tyrannical and that the colonies needed to break away in order to secure their own rights and freedoms. Hutchinson was a strong supporter of British authority and saw the American colonists as British subjects who had a duty to remain loyal to the Crown.
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How did the governments and international organizations respond to the conflicts in Rwanda and Darfur?
Answer:
The responses of governments and international organizations to the conflicts in Rwanda and Darfur have been quite different.
In Rwanda, the international community failed to intervene effectively to prevent the genocide that occurred in 1994. The United Nations Assistance Mission for Rwanda (UNAMIR) was deployed in the country, but it was underfunded and lacked the mandate and resources to prevent the killings. The United States and other Western powers were reluctant to get involved, and the UN Security Council was slow to authorize a stronger intervention. As a result, an estimated 800,000 Tutsis and moderate Hutus were killed in just 100 days.
After the genocide, the international community provided humanitarian assistance and supported the establishment of a new government. The International Criminal Tribunal for Rwanda (ICTR) was also established to prosecute those responsible for the genocide.
In Darfur, the international response was somewhat stronger, but still limited. The conflict in Darfur began in 2003 when rebel groups took up arms against the Sudanese government, and government-backed militias began attacking civilians. The conflict quickly escalated, and the government's response included widespread human rights abuses and crimes against humanity.
The African Union (AU) and the United Nations (UN) both deployed peacekeeping missions to the region, but these missions were underfunded and lacked the mandate and resources to protect civilians effectively. The UN Security Council also imposed an arms embargo on the region and referred the situation in Darfur to the International Criminal Court (ICC) for investigation and prosecution.
However, the government of Sudan refused to cooperate with the ICC, and many of those responsible for the atrocities in Darfur have yet to be brought to justice. Meanwhile, the conflict continues, and the humanitarian situation in Darfur remains dire.
How was education affected by the rule of the nazi party? schools were shut down and considered too liberal, so children joined aryan youth instead. the curriculum was shaped to teach nazi values and beliefs of racial superiority. teachers were trained by special propaganda, so parents called for their removal. school curriculum was changed to make jews and other minorities more "aryan."
Education was affected by the rule of the Nazi party because the curriculum was shaped to teach Nazi values and beliefs of racial superiority. Thus, option B is correct.
In order to legitimately carry out racial inferiority complexes, the Nazi Party adopted and constructed a variety of racist scientific and philosophical racial categories as part of its ideology (Nazism).
While black people, people of color, Slavs, Roma, Jews, and other ethnic groups were considered genetically inferior "sub-humans" who were only suitable for servitude and extinction, the claimed "Aryan race" was perceived by the Nazis as a superior "master race" and enjoyed racial dominance. These theories combined anti-Semitism, scientific racism, and 19th-century anthropology.
Therefore, option B is the ideal selection.
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WILL MARK BRAINLY IF CORRECT
2. All the following were effects of India's independence EXCEPT
A) the split between India and Pakistan
B) peace between the Hindus and Muslims
C) the continuous fighting between the Hindus and Muslims
D) the killing of millions of Pakistanis and Indians
All the following were effects of India's independence EXCEPT B) peace between the Hindus and Muslims
India's 1947 liberation from British colonial authority has a number of profound consequences. The division of India, which resulted in the establishment of Pakistan as a distinct country for Muslims, was one of the principal consequences. As Hindus and Muslims migrated across the new border, there was a great deal of violence that resulted in many fatalities.
Hindus and Muslims experienced substantial discontent as a result of the partition, which contributed to ongoing religious tensions and conflict. As a result, the impact of India's independence was continuous fighting between the Hindus and Muslims. However, in some areas, India's independence did result in peace between Muslims and Hindus, and initiatives have been taken to foster goodwill between the two groups.
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Select all the correct answers. Which two technological or cultural advancements did the Assyrians borrow from the Hittites?
The Assyrians borrowed two technological advancements from the Hittites. The first is the ironworking technique, which allowed them to create stronger and more durable weapons and tools.
The Hittites were the first to develop ironworking in the ancient world, and the Assyrians quickly adopted this technology. The second advancement was the use of chariots in warfare. The Hittites were known for their skilled use of chariots in battle, and the Assyrians were quick to adopt this tactic as well.
They even improved upon the Hittite design by creating a more maneuverable chariot that could hold more soldiers. These two advancements were crucial to the success of the Assyrian Empire in warfare and helped them to become one of the most powerful empires of their time.
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In the context above statement, evaluate the impact of pseudoscientific ldeas of race on the Jewish nation by the Nazi Germany during the period 1933 to 1946 (Background)
Answer: During the period of 1933 to 1945, Nazi Germany, led by Adolf Hitler, implemented a systematic genocide of the Jewish people, known as the Holocaust. The ideology behind this genocide was rooted in the pseudoscientific ideas of race, which were used to justify the persecution and extermination of the Jewish people.
The Nazi regime viewed Jews as a separate and inferior race and used these pseudoscientific ideas to promote the notion of a "master race" of Aryans. They believed that Jews were responsible for many of the world's problems and were a threat to the purity of the Aryan race. These ideas were propagated through propaganda, including posters, speeches, and publications, which promoted anti-Semitic beliefs and attitudes.
As a result of these pseudoscientific ideas, the Jewish people were subjected to discrimination, persecution, and ultimately, genocide. Beginning in 1933, Jews were stripped of their rights and freedoms, including their citizenship, and were forced to wear identifying marks such as the yellow Star of David. They were subjected to pogroms, forced labor, and mass deportations to concentration and extermination camps, where millions of Jews were murdered.
The impact of these pseudoscientific ideas on the Jewish nation was devastating. The Holocaust resulted in the deaths of six million Jews, representing approximately two-thirds of the Jewish population of Europe at that time. The Jewish people were traumatized and displaced, and many survivors were left with physical and emotional scars that lasted a lifetime.
Furthermore, the Holocaust had a profound impact on the Jewish community worldwide, leading to a renewed commitment to Jewish identity and a sense of collective responsibility for the Jewish people. The establishment of the State of Israel in 1948 was a direct response to the Holocaust and the need for a homeland for the Jewish people.
In conclusion, the pseudoscientific ideas of race that were propagated by Nazi Germany during the period of 1933 to 1945 had a devastating impact on the Jewish nation. The Holocaust resulted in the deaths of millions of Jews and had a profound impact on the Jewish community worldwide. It serves as a reminder of the dangers of pseudoscientific ideas and the importance of combating hate and discrimination.
Explanation:
Explain why the Partition of India in 1947 is considered a turning point. Your answer MUST be at least 8 sentences? DO NOT use first person
The Partition of India in 1947 is considered a turning point due to its far-reaching consequences on the political, social, and cultural landscape of the region.
The Partition of India in 1947 is considered a turning point because it had far-reaching consequences on the political, social, and cultural landscape of not only India but the entire region. The Partition was the division of British India into two separate countries, India and Pakistan, on the basis of religion, resulting in the displacement of millions of people and causing one of the largest migrations in human history.
The Partition marked the end of British colonial rule in India, which had lasted for over 200 years. It also led to the creation of two independent nation-states with vastly different political systems and worldviews. India became a secular democracy with a Hindu majority, while Pakistan became an Islamic republic with a Muslim majority. The Partition also led to a series of conflicts, including the Indo-Pakistani Wars and ongoing disputes over the region of Kashmir.
The Partition also had a significant impact on the social and cultural landscape of the region. It resulted in the displacement and migration of millions of people, causing communal violence and the loss of life and property. The Partition also led to the creation of new identities and the strengthening of existing ones based on religion, language, and ethnicity. This led to the development of distinct cultural and linguistic traditions in India and Pakistan.
In conclusion, the Partition of India in 1947 is considered a turning point because it marked the end of British colonial rule and the creation of two separate nation-states, resulting in significant political, social, and cultural changes that continue to shape the region today. The Partition also had a profound impact on the lives of millions of people, making it an event of great historical significance.
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Name and describe the two ways a person can be natural born citizen?
Answer:
In the United States, a person can be a natural born citizen through two ways:
Jus soli: Jus soli is a Latin term that means "right of soil." This refers to the principle that a person is a citizen of the country in which they were born. In the United States, anyone born on U.S. soil is considered a natural born citizen, regardless of the citizenship status of their parents. This principle is enshrined in the 14th Amendment to the U.S. Constitution.Jus sanguinis: Jus sanguinis is a Latin term that means "right of blood." This refers to the principle that a person is a citizen of the country in which their parents are citizens. In the United States, a child born to at least one parent who is a U.S. citizen is considered a natural born citizen, regardless of where they are born. This principle is based on the idea of familial ties and loyalty to one's country of origin.Explanation:
What was an argument made by women in the Progressive movement?
A. They felt that strikes and marches were too public a show of
support.
B. They could best create change by supporting men in public life.
OC. They had a duty to improve society.
D. They could best create change by focusing on their home lives.
SUBMIT
the argument made by women in the Progressive movement was that they had a duty to improve society and that their voices and actions were crucial in bringing about positive change.
They believed that they had a unique perspective and set of skills that could be used to address social issues such as poverty, inequality, and corruption. Women were also advocates for social and political reform, including advocating for women's suffrage and equal rights. However, it is important to note that not all women in the Progressive movement shared the same beliefs and strategies. Some women did feel that strikes and marches were too public and disruptive, and that they could best create change by supporting men in public life. Others believed that they could best create change by focusing on their home lives and teaching their children about social responsibility.
Overall, the argument made by women in the Progressive movement was that they had a duty to improve society and that their voices and actions were crucial in bringing about positive change.
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Algunas de estas ciudades mesoamericanas, emprendieron guerras de conquista o de sojuzgamiento que les permitieron obtener tributos y mano de obra. Fue el caso de los mexicas. Su crecimiento demandaba una mayor cantidad de bienes que no podían producir por sí mismas y, como resultado de esto, era fundamental que emprendieran guerras, las cuales obligaban a mantener la beligerancia hasta crear un período de conflicto. Este fenómeno ocurrió en el período u horizonte que conocemos como:
The phenomenon described of Mesoamerican cities engaging in wars of conquest or subjugation to obtain tribute and labor, particularly the Mexicas, took place during the period or horizon known as: Aztecs civilisation
The Mesoamerican civilization known as the Aztecs flourished in what is now modern-day Mexico from the 14th to the 16th centuries. They had sophisticated social, political, religious, and economic structures. They were a very advanced society.
The Aztecs were renowned for their engineering, art, and architecture prowess, as well as their military prowess and imperial expansion through conquest. Tenochtitlan, the capital of the Aztecs, was one of the biggest cities in the world at the time and boasted an impressive infrastructure, including aqueducts, canals, and causeways. The Aztec civilization came to an end when the Spanish conquered them in the sixteenth century.
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Some of these Mesoamerican cities embarked on wars of conquest or subjugation that allowed them to obtain tribute and labor. This was the case of the Mexicas. Their growth demanded a greater amount of goods that they could not produce on their own, and as a result of this, it was essential for them to engage in wars, which forced them to maintain hostility until creating a period of conflict. This phenomenon occurred during the period or horizon that we know as:
• Discuss ways in which African Americans have been denied equal rights
• Discuss methods that individuals, groups, and/or the government have used since 1950 to deal with the inequality faced by African Americans
Ways in which African Americans have been denied equal rights are segregation, disenfranchisement, Jim Crow Laws, Discrimination, Mass Incarceration.
Ways in which African Americans have been denied equal rights are:
1. Segregation: Black people have been denied equal access to public spaces, housing, opportunities for education, and jobs.
2. Disenfranchisement: African Americans have been denied the ability to vote and political participation, which constitutes disenfranchisement.
3. Jim Crow Laws: By enacting separate but unequal laws, African Americans were denied equal protection under the law.
4. Discrimination: Racial discrimination has prevented African Americans from having equal access to employment and other opportunities.
5. Mass Incarceration: Due to discriminatory tactics used by law enforcement and the criminal justice system, African Americans have been incarcerated at disproportionately high rates.
Methods that individuals, groups, and/or the government have used since 1950 to deal with the inequality faced by African Americans:
1. Civil Rights Movement: In the 1950s and 1960s, the Civil Rights Movement was a grassroots initiative to remove racial segregation and prejudice against African Americans.
2. Affirmative Action: Introduced in the 1960s to provide African Americans and other underrepresented groups a competitive edge in the job market.
3. Desegregation: To end racial segregation, the US government compelled desegregation of public spaces like public transportation, schools, and public areas in the 1950s and 1960s.
4. Anti-Discrimination Laws: The Civil Rights Act of 1964 made it illegal to discriminate on the basis of race, color, religion, sex, or national origin.
5. Community Organizations: Since the 1950s, community organizations like the NAACP, Urban League, and other civil rights organizations have been fighting racism and inequality.
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Select the correct answer from each drop-down menu. jack is writing an essay about europe during the middle ages. read the paragraph about the rise of cities, and choose the correct phrases to complete the sentences. after the black death ended, people started to move to the cities. florence was one of the first cities to get the plague, and it was the first to recover. one of the main reasons people moved to cities was that . as more people moved from rural areas, the began declining. nobles had less power, and wealthy businesspeople gained more power.
As more people moved from rural areas, the feudal system began declining. The correct option is b.
In a feudal society, a vassal was a peasant or labourer who earned land in exchange for serving a lord or monarch, particularly during times of war. Vassals were expected to fulfill a variety of tasks in exchange for their own fiefs, or land tracts.
The feudal system declined after the black death ended. People started to move to cities as cities didn't have famine and they started to shift from rural areas.
Therefore it can be said that as more people moved from rural areas, the feudal system began declining.
Thus, the correct option is b.
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The question is incomplete but the complete question most probably was:
Jack is writing an essay about Europe during the Middle Ages. Read the paragraph about the rise of cities, and choose the correct phrases to complete the sentences.
After the Black Death ended, people started to move to the cities. Florence was one of the first cities to get the plague, and it was the first to recover. One of the main reasons people moved to cities was that cities weren’t affected by famine. As more people moved from rural areas, the ____ began declining. Nobles has less power, and wealthy business people gained more power.
Answer choices:
-Black Death
-feudal system
what religon is anasazi
Answer: Scholars believe that the Anasazi practiced an animistic, nature-based religion emphasizing honor and care of the Earth as a religious duty. It is thought that the Anasazi were polytheists, worshiping several different spirits and deities including a rain deity, a sun deity, and an apocalyptic earth deity.
Explanation:
Pick two of the events to the American Revolution and explain how they are examples of one or more of the 4 characteristics of revolutions
Two significant events during the American Revolution that exemplify one or more of the 4 characteristics of revolutions are the Boston Tea Party and the signing of the Declaration of Independence.
The Boston Tea Party demonstrates the characteristic of widespread discontent among the populace. In 1773, colonists in Boston protested against the Tea Act by throwing an entire shipment of tea into the harbour.
This event highlighted the growing frustration of American colonists with British rule and taxation, leading to increased calls for revolution and independence.
The signing of the Declaration of Independence on July 4, 1776, exemplifies the characteristic of a radical reorganization of society and government. This document not only declared the colonies independence from Britain but also outlined a new system of government based on the principles of democracy and equality.
The Declaration of Independence marked a turning point in the revolution, as it officially severed ties with Britain and established the foundation for the future United States of America.
These two events demonstrate key characteristics of revolutions, such as widespread discontent and a radical reorganization of society and government, and played crucial roles in the success of the American Revolution.
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Smith’s ideas did not attract opposition from those in power. Why do you think the official response to Smith’s thinking was not negative?
Smith's ideas didn't attract negative reaction as they perhaps didn't challenge the power structures or principles of those in power. Alternatively, these ideas might have been seen as beneficial. Precise reasoning, however, depends on more specific information about Smith.
Explanation:Possibly, Smith's ideas did not attract negative opposition from those in power primarily because these ideas did not threaten the established power structures or contradict any fundamental principles shared by those in power. Often, ideas that maintain the status quo or propose beneficial changes are welcomed and not met with negative reactions. Alternatively, it's possible that those in power may have seen some potential advantages to employing Smith's ideas, thus leading to the lack of negative response.
However, without specific information about Smith, his ideas, and the context in which he operated, it is difficult to provide a more precise answer.
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Opinions about which issue are not affected by race/ethnicity?
O affirmative action
O tax increases
O bilingual education
O. minority hiring practices.
Which was not a rule about colonization in africa.
a. any european nation could claim a african nation as long as told other european countries
b. show the can control the area they colonized
c. spread religion freely
d. treat african leaders as equals
The option that was not a rule regarding African colonisation was "D. treat African leaders as equals." European powers claimed African nations, exercised authority over them, and preached a religion, but African leaders were not seen as equals.
The guideline concerning colonisation in Africa that did not exist was "d. treat African leaders as equals." European powers claimed African states for themselves, but they had to demonstrate that they could properly rule the territory they colonised. They frequently disseminated their religion and culture in the process, but it was not always done freely, and there was often opposition.
The "Scramble for Africa" was motivated by economic reasons as well as a desire for power and influence. The influence of colonisation on Africa and its people was significant and long-lasting, with ramifications that are being felt today.
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.
Identifying Major Figures in Modern History
Begin this task by selecting someone who played a major role in modern history. Below is a list of people to
consider, but you may choose any person you learned about in this unit.
Mohandas Gandhi
Mao Zedong
Nelson Mandela
Augusto Pinochet
• Gamal Abdel Nasser
Saddam Hussein
Now answer some questions about the individual you selected. Each answer should be three to five
sentences in length.
.
.
Part A
How could the individual you selected be considered a leader in modern history? Explain, including
some background information about this person, including where and when they served as a leader.
Nelson Mandela can be considered a leader in modern history for his role in the anti-apartheid movement in South Africa and his subsequent presidency.
Nelson Mandela, born on July 18, 1918, in South Africa, emerged as a prominent leader in the fight against racial segregation and apartheid. Serving as the first black president of South Africa from 1994 to 1999, Mandela dedicated his life to promoting racial equality, reconciliation, and social justice.
He played a crucial role in negotiating the peaceful transition of South Africa from apartheid to a democratic nation. Mandela's leadership and commitment to nonviolence inspired people worldwide, making him an iconic figure in the struggle against oppression and discrimination. His legacy as a leader and advocate for human rights continues to resonate globally.
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Question 2 of 10
What is one major problem created by globalization?
A. Military conflicts between powerful nations have increased.
B. It has become more difficult to get products made in other
countries.
C. An increase in international shipping has led to more pollution.
D. Fewer workers are able to get an education related to their jobs.
Answer:
D or B
Explanation:
High Investment Costs
Globalization presents challenges for multinational corporations in terms of capital investment and leadership. Setting up a business in a new country, especially a developing country, requires substantial upfront capital. The needed infrastructure may not be in place.
Please help im give you brainliest
• in this unit, we discussed the concept of slope as positive, negative, flat or undefined. give an example of an application of slope in your life. (ex.: my sister tia earns $20 every weekend from baby-sitting. adding her earnings each week is an example of positive slope)
One example of an application of slope in my life is when I go on hikes or walks in hilly areas.
The steepness of the incline or decline can be measured by the slope of the trail. If the slope is positive, it means I am walking uphill, while a negative slope means I am walking downhill.
This knowledge of slope helps me prepare mentally and physically for the terrain ahead, and also helps me plan my route accordingly. Another example of slope in my life is when I am driving on a road with hills or mountains.
The steepness of the road can be measured by its slope, and knowing the slope helps me adjust my speed and driving techniques to ensure safety and control of my vehicle.
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ReadWorks
The American Revolution, 1763-1783 [excerpt] - Comprehension Qu
10. American colonists' strong principles were the main reason they decided to declare
their independence from Britain.
Using evidence from the text, argue for or against this statement.
Answer:
The American colonists' strong principles were a major reason they decided to declare their independence from Britain. The colonists believed in the principles of liberty, equality, and self-government. They believed that they had the right to govern themselves, and they were willing to fight for those rights.
The colonists were also angered by the British government's attempts to tax them without their consent. They believed that taxation without representation was a violation of their rights as Englishmen. The colonists also objected to the British government's attempts to quarter British troops in their homes. They believed that this was an infringement on their privacy and their right to property.
The colonists' strong principles led them to resist British rule. They boycotted British goods, they formed militias, and they eventually declared their independence from Britain. The American Revolution was a long and bloody conflict, but it ultimately led to the creation of the United States of America, a country that is founded on the principles of liberty, equality, and self-government.
Explanation:
Here are some specific examples from the text that support this claim:
* In 1776, the Declaration of Independence stated that "all men are created equal" and that they have "certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness."
* The colonists also believed in the principle of self-government. They argued that they had the right to govern themselves, and they were willing to fight for those rights.
* The colonists were angered by the British government's attempts to tax them without their consent. They believed that taxation without representation was a violation of their rights as Englishmen.
* The colonists also objected to the British government's attempts to quarter British troops in their homes. They believed that this was an infringement on their privacy and their right to property.
These are just a few examples of the strong principles that motivated the American colonists to declare their independence from Britain. These principles continue to inspire people around the world today.
What evidence could president smith have used in year 1 to support the
following claim:
"our country is blessed that i am the president. i should be given the right to
rule for eight more years."
President Smith could have presented evidence of the country's economic growth, decreased crime rates, improved healthcare access, anecdotal evidence, or significant accomplishments to support his claim that he should be given the right to rule for eight more years.
It is not appropriate or ethical for a President to claim that they should be given the right to rule for eight more years without any evidence to support such a claim. The idea of ruling for an extended period of time goes against the principles of democracy and the principles upon which many countries are founded.
If President Smith wanted to make such a claim, he would need to present evidence that supports his statement. This evidence could include statistical data on the country's economic growth, employment rates, or other measures of success that have improved during his presidency. The President could also present data on decreased crime rates, increased healthcare access, or other indicators of improved quality of life for citizens.
Additionally, President Smith could use anecdotal evidence to support his claim. He could highlight specific stories or experiences from citizens that have benefited from his policies or actions as President. He could also point to any significant events or accomplishments that occurred during his presidency, such as major legislative achievements or successful international negotiations.
Ultimately, if President Smith wanted to make a claim that he should be given the right to rule for eight more years, he would need to provide compelling evidence to support such a statement. This evidence would need to be based on verifiable data and would need to demonstrate that his leadership has had a positive impact on the country as a whole.
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